Today’s teachers should have a vision that gives a chance to every different identity in the classroom without giving privilege to any group or individual. Only in this way can students have broader perspectives about embracing differences and getting rid of prejudices to function as global citizens. The purpose of this study is to examine candidate teachers’ perceptions of intercultural sensitivity and multicultural practices ideal for the classes. The sample of the study consists of 180 students attending a pedagogical formation course. A mixed method was employed to determine the perceptions of teacher candidates about intercultural sensitivity and curricular practices about multiculturalism in the classes. As data collection tools, Intercultural Sensitivity Scale developed by Chen and Starosta (2000) was used in order to collect the quantitative data. The qualitative data of the study was collected through a questionnaire in which there were three open-ended questions elaborating on curricular practices about multiculturalism in the classes. The quantitative data of the study was analyzed through t-test. T-test was used in an attempt to reveal the differences between male and female students about intercultural sensitivity. To analyze the qualitative data, a content analysis was carried out and emerging themes were identified. The findings of the data were discussed in a detailed way in the discussion section.

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Concepts such as teachers' professional development and students' achievement act as the driving force for the development of each in a causal relationship in EFL teaching, as in many other disciplines. The purpose of this study is to investigate the change Understanding by Design (UbD) made on teachers' professional development and students' achievement. The study was carried out through action research design. The participants were 10 teachers and 436 students. Within action research based UbD studies, the instructors received training, formed four groups and made three designs and implemented them. As qualitative data collection tools, unit designs and one-to-one interviews were used. The quantitative data of the study were collected through English achievement scores. We instrumented content analysis for the qualitative data and the analysis of covariance and independent samples t-Test for the quantitative data. The findings indicated that action research based UbD studies had positive contributions to teachers' professional development process and students' English achievement. KeywordsUnderstanding by design (UbD) • Professional development • Instructional design • English achievement

Academic procrastination has been one of the major problems among students from different levels of education, specifically for college students. The purpose of this study is to examine the effect of problem solving skill, a kind of cognitive skill, as well as academic motivation on academic procrastination behaviors of university students. In this explanatory correlational research study, 509 college students who enrolled in an extensive English language program at a public university in Turkey were included. As data collection tools, Tuckman procrastination scale, academic motivation scale and problem solving skill inventory were used. After testing our proposed theory through Structural Equation Modelling (SEM), we found that problem solving skill had a strong effect on academic procrastination. We provided evidence showing that academic procrastination was a function of problem solving skill and academic motivation, rather than driven by intrinsic or extrinsic motivation. The current study emphasizes that academic procrastination behavior is related to the problem solving skill and presents a different perspective that should be taken into consideration in dealing with academic procrastination behaviors.