In this single case study, university students’ burnout was examined with respect to the curricular activities in an institution. The participants consisted of A2 level English students (N=390) at an English preparatory school of a state university. The participants were given a survey consisting of the Turkish version of the Maslach Burnout Inventory-Student Scale and open-ended questions. The data were analyzed and the results were reported through descriptive and inferential statistics and content analysis. In the study, implications were drawn for curriculum developers and educators.

This study aimed to determine whether educational games improve mathematics performance in elementary school students. Volunteers were 47 Costa Rican students from a public school, who were assigned to an experimental (EXP: educational games) or a control (CTRL: traditional class) group. Twenty games were created and nine experienced teachers provided expert judge validity assessed by Kendall’s concordance coefficient (W). The EXP group completed 20 sessions (8 weeks) of 10-min games and following every game, students provided feedback. Before and after the treatment, students completed an official sixth-grade mathematics test. Two-way mixed ANOVA (assessments: pre-test, post-test by groups: EXP, CTRL) showed a significant main assessment effect. The W for teachers’ feedback allowed to use the games indoors, and student’s opinion following the games was considered ‘very good’. In conclusion, 20 educational games failed to improve mathematics academic performance in sixth-grade students; however, students enjoyed the games and there was a trend to improve performance compared to a CTRL group.

The purpose of this study is to determine the motivation strategies used by parents to increase their children’s academic success in different levels of education and the effect of these strategies on their children. In this qualitative study, 51 pre-service teachers shared their experiences related to motivation strategies used by their own parents to increase their success in primary, secondary and high schools. A semi-structured interview was used to collect data and findings showed that strategies used by parents to motivate their children and the effects of these strategies were similar in the different levels of education. For instance, setting goals, giving gifts, presenting examples, making children feel positive, and supporting them by a concern with their school life were mentioned as motivating strategies at all levels. Making the children feel negative, comparing them with others, focusing on the only academic success of the students, being unable to set healthy communications, setting goals for them, and making them live financial impossibilities were, however, demotivating strategies in primary, secondary and high schools.

The purpose of the current study is to investigate teachers’ career adaptability in relation to burnout and loneliness in work life. The current study was conducted on 76 male and 168 female teachers having been working at least for five years in the Ministry of National Education. The data of the study were collected by using “The Burnout Scale”, “The Career Adaptability Scale” and “The Scale of Loneliness in Work Life”.  In the analysis of the collected data, the path analysis technique was used. The findings of the study have revealed that the teachers’ experience of burnout decreases their career adaptability (β = -0.29, t = - 4.64; p <0.01). Similarly, the loneliness experienced in the professional life was found to be decreasing the teachers’ career adaptability (β = -0.40, t = - 6.37; p <0.01). In addition, a positive and significant correlation was found between burnout and loneliness in the professional life (β = 0.48, t = 8.13; p <0.01). The results of the current study show that there are significant relationships between teachers' career adaptability and burnout and loneliness in work life.
Note: This study was presented as an oral presentation at the 1st International Educational Research and Teacher Education Congress.

School-age is the period in which children's physical, social, emotional, mental, and aesthetic development is experienced most intensely. In particular, a balanced and healthy diet is essential for growth and development. The inability of children to get enough of these essential nutrients will negatively affect both their growth and development and their academic success. During this period when basic habits are acquired, it is a big problem for students to choose food, not to eat the food they need, or to eat one type and with excessive portions. According to preservice teachers, it was investigated what aesthetic and attractive forms can be used to increase the taste of a standard nutritious meal, make it healthier, and ensure its consumption. The study tried to determine the predictions of Eskişehir Osmangazi University (ESOGÜ) senior class preservice primary teachers on creative nutrition meals in the 2019-2020 academic year. According to the research findings, preservice teachers think that for students to eat their nutritional meals, these meals should be given by using more popular meals, while the items in the mandatory food group should be creatively prepared. They also think that to make the nutrients attractive, they should combine creative/aesthetic forms using items that attract the child's interest.