ÖZ EVALUATION OF THE 7 th GRADE ENGLISH LANGUAGE CURRICULUM ACCORDING TO STUFFLEBEAM'S CONTEXT-INPUT-PROCESS-PRODUCT (CIPP) MODEL ABSTRACTThe main purpose of the study is to evaluate the 7.th grade English language curriculum that came into effect gradually from the years 2007-2008 based on Stufflebeam's CIPP Model according to views of the teachers and students. Within the framework of this quantitative study, total of 30 teachers and 30 students who were chosen from the schools which represent three different socio-economic levels as lower-middle-upper by maximum variation sampling method selected as sample. In addition to teacher and students' views, data was collected by observations and document analysis. Results show that the 7 th grade English curriculum is useful for the philosophy, the aim and the skills that are expected to be acquired. However, it has been determined that the program components are incompatible; process goes according to evaluation although it should continue in accordance with the objectives before it is evaluated, and the objectives of the program have been ignored and the student achievement scale has been accepted as the test exams.

Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data.  As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

<p style="text-align: justify;">The aim of the research was to investigate the relation between middle school students' perceptions of school climate and school motivation, whether school climate perceptions have a significant power on school motivation as well as to see if those perceptions and motivation differ significantly depending on gender, grade level, and school location variables. The sample of the study consisted of 674 middle school students studying in two state schools, which were located in the central district and village in Kosk province in Aydin in Turkey. Data were collected by using School Climate Perceptions Scale and School Motivation Scale with three questioned personal information form. Results showed that there were significant medium-level correlations between school climate perceptions and school motivation of middle school students. While grade-level variables had significant differences in both school climate perceptions and school motivation of middle school students, the location did not create a difference. On the other hand, gender had a significant difference only with school motivation. Finally, the model tested student-teacher relation significantly predicted 18% of the school motivations of middle school students.</p>

DETERMINING TEACHING STYLES, SELF-EFFICACY BELIEVES AND JOB SATISFACTION OF TEACHERS ABSTRACTThe main purpose of this research is to determine the teaching styles, self-efficacy levels and job satisfaction of Classroom teachers, Science and Technology and Turkish teachers and to find out if there is a relationship among these variables or not. In this study which was designed as correlational survey method, Grasha-Reichmann Teaching Styles Scale, Teacher Efficacy Scale and Minnesota Job Satisfaction Scale were used as data collection tools. Totally 235 teachers working in Muğla province participated to the study. According study findings, teachers mostly preferred all teaching styles at a high level. There were significant differences found between female and male teachers on behalf of female teachers only for otoriterian teaching style; and for consultant style between teachers having in-service training and those who didn't on behalf of having in-service training. Also, between teachers' teaching styles and self-efficacy perceptions there was a positive and significant relation as a moderate level (r=.40); between teachers' teaching styles and job satisfaction (r=.30) and also between teachers' self-efficacy and job satisfaction there were positive but low level relations (r=.29) were found.

Bilgisayar oyun bağımlılığı Ortaokul öğrencileri Sorumluluk Öz Oyun, çocuğun hayatı keşfettiği, akranlarıyla sosyal ortama katıldığı, yetenek ve bilgilerini yapılandırdığı bir faaliyettir. Geçmişte daha çok sokakta veya doğal ortamda oynanan oyunlar artık çevrimiçi ortamda oynanmaya başlamıştır. Bu çalışma ortaokul öğrencilerinin bilgisayar oyun bağımlılığı düzeylerinin cinsiyet, sınıf düzeyi, ailenin gelir düzeyi, kişisel bilgisayara sahip olma değişkenlerine göre anlamlı farklılık gösterip göstermediğini ve bilgisayar oyun bağımlılığı ile sorumluluk davranışı arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Çalışmanın örneklemini Aydın il merkezindeki beş devlet ortaokulunda öğrenim gören 7. ve 8. sınıf öğrencileri arasından basit seçkisiz örnekleme yöntemiyle seçilen gönüllü 352 öğrenci oluşturmaktadır. Veriler, Çocuklar İçin Bilgisayar Oyunu Bağımlılığı Ölçeği ile Bireysel ve Sosyal Sorumluluk Ölçeği ile toplanmıştır. Araştırma sonuçları, örneklem grubunun % 53,4'ünün normal kullanıcı, % 41,4'ünün problemli kullanıcı ve % 6,2 'sinin bilgisayar oyunu bağımlısı olduğunu göstermektedir. Öğrencilerin bilgisayar oyun bağımlılığı puanları ile bireysel ve sosyal sorumluluk davranışı puanları arasında zayıf düzeyde (r=,046) negatif yönlü ve anlamlı bir ilişki ortaya konmuştur. Bilgisayar oyun bağımlılığının cinsiyet, kişisel bilgisayara ve akıllı telefona sahip olma açısından değişmekte olduğu; sınıf düzeyi (görevleri aksatma boyutu hariç) ve aile gelir düzeyi açısından anlamlı farklılık göstermediği saptanmıştır.