Eğitim Bilimleri Fakültesi

Makaleler

MAKALELER - WOS 

  1. Okan, N., Ekşi, F., Zengin, E. & Ekşi, H. (2025). Measuring spiritual integrity in Turkish culture: A psychometric approach to understanding the relationship between spirituality and well-being. Journal of Religion and Health, 64, 3209–3235. https://doi.org/10.1007/s10943-025-02329-z
  2. Polat, M., Karataş, İ. H., & Varol, N. (2025). Ethical Artificial Intelligence (AI) in Educational Leadership: Literature Review and Bibliometric Analysis. Leadership and Policy in Schools, 24(1), 46–76. https://doi.org/10.1080/15700763.2024.2412204
  3. Banoğlu, K., Karataş, İ. H., & Gümüş, S. (2025). School principals’ networking preferences for instructional and administrative advice-seeking relations: Insights from inferential social network analysis. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432241303673
  4. Banoğlu, K., Gümüş, S., Karataş, İ. H. & Lu, J. (2025). Transitivity between school principals’ instructional and administrative advice-seeking relations in a rural district: friendship matters. Journal of Professional Capital and Community. Baskı öncesi çevrimiçi yayın. https://doi.org/10.1108/JPCC-09-2024-0154
  5. Uçan, S., Yıldırım Hoş, H., Karataş, İ. H. & Bülbül, Y. (2025). Faculty assessment choices in higher education: Drivers, strategies, and decision‑making styles for fair and inclusive practice. Assessment & Evaluation in Higher Education, 50(8), 1344–1359. https://doi.org/10.1080/02602938.2025.2511792
  6. Ucan, S., Yıldırım Hoş, H., Karataş, İ. H. & Bülbül, Y. (2025). Faculty assessment choices in higher education: Drivers, strategies, and decision‑making styles for fair and inclusive practice. Assessment & Evaluation in Higher Education, 50(8), 1344–1359. https://doi.org/10.1080/02602938.2025.2511792
  7. Ucan, S., Yıldırım Hoş, H., Karataş, İ. H. & Bülbül, Y. (2025). Faculty assessment choices in higher education: Drivers, strategies, and decision‑making styles for fair and inclusive practice. Assessment & Evaluation in Higher Education, 50(8), 1344–1359. https://doi.org/10.1080/02602938.2025.2511792
  8. Aydın, S., Akkaş, F. D. & Tekin, I. (2025). Does self-regulation in student and teacher interactions in online learning environments predict foreign language anxiety and enjoyment? Review of Education, 13(1), Makale e70033. https://doi.org/10.1002/rev3.70033
  9. Aydın, S., Akkaş, F. D. & Tekin, I. (2025). Does self-regulation in student and teacher interactions in online learning environments predict foreign language anxiety and enjoyment? Review of Education, 13(1), Makale e70033. https://doi.org/10.1002/rev3.70033
  10. Aydın, S., Akkaş, F. D. & Tekin, I. (2025). Does self-regulation in student and teacher interactions in online learning environments predict foreign language anxiety and enjoyment? Review of Education, 13(1), Makale e70033. https://doi.org/10.1002/rev3.70033
  11. Aydin, S. & Tekin, I. (2025). Perceived happiness and burnout among English as a foreign language teachers. Psychological Studies. Baskı öncesi çevrimiçi yayın. https://doi.org/10.1007/s12646-025-00864-z
  12. Aydin, S. & Tekin, I. (2025). Perceived happiness and burnout among English as a foreign language teachers. Psychological Studies. Baskı öncesi çevrimiçi yayın. https://doi.org/10.1007/s12646-025-00864-z
  13. Turan, N. (2025). The role of frustrated needs in predicting distress and hopelessness: Mediation of mindfulness. Asia Pacific Journal of Counselling and Psychotherapy, 16(2), 136–155. https://doi.org/10.1080/21507686.2025.2570648
  14. Lipnevich, A. A., Lopera-Oquendo, C., Calik, B., Tan, L. S. & Graham, S. (2025). Exploring links between feedback, emotions, and behavioral engagement in secondary school Singaporean students. Asia Pacific Education Review, 26, 1125–1145. https://doi.org/10.1007/s12564-025-10086-7
  15. Calik, B. & Yildirim, A. (2025). Positioning emotional experiences in becoming a teacher educator: A phenomenological study. European Journal of Teacher Education, 1–23. https://doi.org/10.1080/02619768.2025.2531931
  16. Calik, B. & Capa-Aydin, Y. (2025). What do students feel, and what do teachers say?: A mixed-methods study. Psychology in the Schools, 62(4), 1242–1259. https://doi.org/10.1002/pits.23390
  17. Krannich, M., Calik, B., Goetz, T., Ullrich, A.-L. & Lipnevich, A. (2025). Investigating the relationship between boredom and creativity: The role of academic challenge. Education Sciences, 15(3), Makale 330. https://doi.org/10.3390/educsci15030330
  18. İşmen Gazioğlu, A. E., Yıldırım Hoş, H. & Büyüköztürk, Ş. (2025). Development and factorial structure of the Green Crescent Life Skills Scale for Turkish adolescents. International Journal of Mental Health Promotion, 27(5), 683–700. https://doi.org/10.32604/ijmhp.2025.062650
  19. Özkeskin, H. & Gökçe, N. (2025). Neoliberal reconceptualisations of lifelong learning? A critical analysis of learner agency in OECD documents. International Journal of Lifelong Education, 44(6), 706–721. https://doi.org/10.1080/02601370.2025.2489514
  20. Dindar, H. & Yıldız, A. (2025). Teachers as adult learners in neoliberal times: Motivations, trends, and practices. Professional Development in Education, 1–17. https://doi.org/10.1080/19415257.2025.2486048
  21. Memiç-İnan, C., Başpınar, B., & İmrol, F. (2026). Measuring food insecurity in Türkiye: Validation of the four domain food insecurity scale (4D-FIS). Journal of Hunger & Environmental Nutrition, 21(1), 152–167. https://doi.org/10.1080/19320248.2025.2609131
  22. Inan, C. M., Canbolat, E., & İmrol, F. (2025). The mediating role of intuitive eating in the relationship between food insecurity and the Mediterranean diet: A regional cross-sectional study in Türkiye. British Journal of Nutrition, 134(12), 1039–1045. https://doi.org/10.1017/S0007114525105606
  23. Güner, P., Kılıç, Ç., Sevimli, E., & Gökçe, S. (2025). Mapping routes from teacher identity to TPACK: Mediating roles of technostress, belief and competency. Social Psychology of Education, 28(1), 1-30. https://doi.org/10.1007/s11218-024-09996-y
  24. Güner, P., Kılıç, Ç., Sevimli, E., & Gökçe, S. (2025). Mapping routes from teacher identity to TPACK: Mediating roles of technostress, belief and competency. Social Psychology of Education, 28(1), 1-30. https://doi.org/10.1007/s11218-024-09996-y
  25. Kirboyun Tipi, S., Sevimli, E., & Uçuş, H. (2025). Determining materials and communication needs of students with visual impairments in mathematics tests: Case of university entrance exam in Türkiye. British Journal of Visual Impairment, 43(2), 475–487. https://doi.org/10.1177/02646196241239166
  26. Kirboyun Tipi, S., Sevimli, E., & Uçuş, H. (2025). Determining materials and communication needs of students with visual impairments in mathematics tests: Case of university entrance exam in Türkiye. British Journal of Visual Impairment, 43(2), 475–487. https://doi.org/10.1177/02646196241239166
  27. Al Darayseh, A., & Mersin, N. (2025). Integrating generative AI into STEM education: Insights from science and mathematics teachers. International Electronic Journal of Mathematics Education, 20(3), em0832. https://doi.org/10.29333/iejme/16232
  28. Savaş, R. (2025). Multidimensional characterization of asymptotically I 2 s equivalent sequences. Filomat, 39(17), 5777-5791. https://www.jstor.org/stable/27411861
  29. Özbaş, E., & Leana-Taşcılar, M. Z. (2025). Validity and reliability study of the cold executive functions test developed for specially talented students. Journal of Gifted Education and Creativity. 12(2), 157-175. https://doi.org/10.5281/zenodo.18053856
  30. Leana-Taşcılar, M. Z. (2025). Üstün yetenekli çocuğa sahip ebeveynlerin çocuklarının gelişimini desteklemek için ihtiyaç duydukları becerilerin belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 26(3), 453–471. https://doi.org/10.21565/ozelegitimdergisi.1452321
  31. Leana-Taşcılar, M. Z. (2025). Parental competence scale of parents with gifted children: Validity and reliability study. Psychological Reports. Online First. https://doi.org/10.1177/00332941251363906
  32. Erdem, H. Ş., & Aslan, Y. G. (2025). “You become responsible, forever, for what you have tamed”: A photovoice study on the lived experiences of special education teachers following the February 2023 earthquakes in Türkiye. International Journal of Disaster Risk Reduction, 117, 105188. https://doi.org/10.1016/j.ijdrr.2025.105188
  33. Erdem, H. Ş., & Aslan, Y. G. (2025). “You become responsible, forever, for what you have tamed”: A photovoice study on the lived experiences of special education teachers following the February 2023 earthquakes in Türkiye. International Journal of Disaster Risk Reduction, 117, 105188. https://doi.org/10.1016/j.ijdrr.2025.105188
  34. Isitan, D., Aykut, Ç., Apaydın, G., Karaahmetoğlu, B., Sert, C., Demirtaş, Ş., … Karasu, N. (2026). Student risk assessment tool–Parent form (SRAT-PF) reliability and validity study. Journal of Psychoeducational Assessment, 44(1), 77–90. https://doi.org/10.1177/07342829251379536
  35. Özsaray, Y. E. (2025). Ferit Edgü’de Ben–Öteki algısı ve oksidentalist tavır. Folklor/Edebiyat, 31(123), 627–650. https://doi.org/10.22559/folklor.3849
  36. Özsaray, Y. E. (2025).A Contribution to Tanzimat Period Literature: Works Published on Behalf of Hâlet Bey and His Sons. Journal of Turkish Language and Literature, 65(3), 617–643. https://doi.org/10.26650/TUDED2025-1626697
  37. Yılmaz, Ö. K., & Aydın, S. (2025). The impact of the use of artificial intelligence–generated materials on reading motivation among EFL learners. Reading Research Quarterly, 60(3), e70016. https://doi.org/10.1002/rrq.70016

TR Dizin İndeksli Dergiler

  1. Boyacı, M. (2025). Ethical Values and Job Satisfaction Predicting School Counselors' Organizational Identity. Yaşadıkça Eğitim, 39(3), 807-816. https://doi.org/10.33308/26674874.2025393964
  2. Boyacı, M. (2025). The Relationships Between Five Factor Personality Traits and Self-Control and Self-Management. Educational Academic Research, (57), 81-89. https://doi.org/10.33418/education.1609548
  3. Özkan, H. (2025). İnsan Sûresi'nde öne çıkan değerler, öğretim ilkeleri ve yöntemleri. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 15(1), 877-892. https://doi.org/10.48146/odusobiad.1289048
  4. Özkan, H. (2025). Kur’ân-ı Kerîm’de İnsanlara Bildirilen Sorular. Kahramanmaraş Sütçü İmam Üniversitesi İlahiyat Fakültesi Dergisi, (45), 568-589. https://doi.org/10.35209/ksuifd.1653055
  5. Akın-sabuncu, S., & Çalık, B. (2025). A Holistic Understanding of Teacher Attitudes Towards Curriculum Change: Bronfenbrenner’s Ecological Theory Perspective. Kastamonu Education Journal, 33(2), 322-343. https://doi.org/10.24106/kefdergi.1683465
  6. Fildişi, A., & Yıldız, E. (2025). Yapı İskelesi (Scaffolding) Yönteminin Matematik Öğretimindeki Rolü Üzerine Bir Meta-Analiz Çalışması. Yaşadıkça Eğitim, 39(3), 593-612. https://doi.org/10.33308/26674874.2025393920
  7. Mersin, N., & Altun, S. D. G. (2025). Exploring the Interaction Between Mathematical Connections and Problem Posing Skills in Prospective Teachers: A Study on the Concept of Function. e-Kafkas Journal of Educational Research, 12(3), 896-922. https://doi.org/10.30900/kafkasegt.1759014 
  8. Öner, A. T., Öztürk, E., & Aydın, T. T. (2025). Altıncı Sınıf Öğrencilerinin Matematik Öğretim Programında Yer Alan Değerlere Dair Farkındalıkları. Değerler Eğitimi Dergisi, 23(49), 61-90. https://doi.org/10.34234/ded.1634274 
  9. Öner, A. T. (2025). Worked-Out Examples with ChatGPT-Based Explanations: A Statistics Activity. Journal of Inquiry Based Activities, 15(2), 146-169. https://ated.info.tr/index.php/ated/article/view/296 
  10. Leana-Taşcılar, M. Z. (2025). Özel Yetenekli Öğrencilerde Beklenenin Altında Başarı Araştırmalarının Bibliyometrik Analizi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (63), 595-616. https://doi.org/10.53444/deubefd.1544939
  11. Akın, N. G., Erdem, H. Ş., & Kaya, I. (2025). Özel Gereksinimli ve Tipik Gelişim Gösteren Çocukların Ebeveynlerinin Eğitimden Beklentileri ve Bu Beklentilerin Karşılanması: Okul Öncesi Eğitimi Örneği. Yaşadıkça Eğitim, 39(3), 753-776. https://doi.org/10.33308/26674874.2025393811
  12. Erdem, H. Ş., Agocuk, C., Sağır, Z., Bozlağan, O., Mutaflı, G., & Çevik, Ö. (2025). Assessment of Children with Special Needs in Early Childhood from the Perspectives of Different Disciplines: A Qualitative Study. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, (Advanced Online Publication), 1-19. https://doi.org/10.21565/ozelegitimdergisi.1475771
  13. Acar, İ., Bayındır, D., & Çiftçi, H. A. (2025). Kısa Yürütücü İşlevler Ölçeği (Short Executive Functioning Scale) Türkçe formunun geçerlik ve güvenirlik çalışması. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28(54), 587-604. https://doi.org/10.31795/baunsobed.1661458 
  14. Görgü, E., & Erol, E. (2025). Comparison of Cognitive Processing Performance of Children with Attention Deficit and Hyperactivity Disorder, Specific Learning Disabilities and Typically Developing. Turkish Journal of Child and Adolescent Mental Health. 32(2):78-86. https://doi.org/10.4274/tjcamh.galenos.2024.03371 
  15. Epçaçan, C., Akın, E., & Paçalı, İ. (2025). E-mentoring System Application in the Professional Development of Village Teachers: An Action Research. EKEV Akademi Dergisi, (102), 327-342. https://doi.org/10.17753/sosekev.1591174
  16. İncirkuş, F. A., Özçetin, K., & Yeşil, F. Okuma eğitiminde Türkçe öğretmeni adaylarının üst düzey düşünme becerilerine yönelik soru hazırlama becerilerinin geliştirilmesi: Bir eylem araştırması. Ordu Üniversitesi Sosyal Bilimler Araştırmaları Dergisi, 15, 1-41. https://doi.org/10.48146/odusobiad.1719320
  17. Yeğin, F. Y. (2025). Türkçe ve Rumence Ana Dili Öğretimi Ders Kitaplarının Metin Türleri Bakımından Karşılaştırılması: 6. Sınıf Örneği. Batı Anadolu Eğitim Bilimleri Dergisi, 16(1), 662-675. https://doi.org/10.51460/baebd.1581030

MAKALELER - DİĞER

  1. Karataş, İ. H., & Kaahwa Yuda Taddeo, P. D. (2025). Shaping Uganda’s STIRD Landscape: Key Actors, Functions, Influence and Partnerships. Islamic University Journal of Social Sciences, 4(4), 261-283. http://mailx.iuiu.ac.ug/index.php/iujss/article/view/874/613
  2. Savaş, R., Akbıyık, R., & Kişi, Ö. (2025). New perspectives on T2-statistical supremum-infimum for sequences. Journal of Nonlinear Sciences & Applications (JNSA), 18(4). https://doi.org/10.22436/jnsa.018.04.05
  3. Tahiroglu, N. G., & Özcan, Z. Ç. (2025). Impact of Worked-Out Examples via a Web 2.0 Tool on Fifth Graders' Achievement, Attitudes, and Motivation in Mathematics. Journal of Pedagogical Research, 9(4), 202-224. https://doi.org/10.21203/rs.3.rs-5423005/v1
  4. Yassıbaş, U., & Güleç Aslan, Y. (2025). “I’ve Changed Most of the Things I Wanted to Change”: A Narrative Inquiry on the Lived Experiences of a Young Adult with Autism Spectrum Disorder. FOURRAGES, 263 (8), 2-21. https://doi.org/10.61586/hWh3g
  5. Gündoğdu Kılıçarslan, E., Aslan, Y., Kurt, O., & Gürgür, H. (2025). Özel Eğitimde Sözel Yaklaşıma Dayalı Değerlendirme Programlarına Karşılaştırmalı Bakış. Medeniyet Eğitim Araştırmaları Dergisi, 9(1). https://dergipark.org.tr/tr/pub/mead/article/1574692.