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    A study of teacher practices in supporting the information processing of children with intellectual disabilities
    (Duzce University, Faculty of Education, 2025) Özbaşi, Durmuş; Kalkan, Sinan; Arcagok, Serdar; Erbaş, Yahya Han; Erdamar, F. Selim; Mertol, Huseyin
    Information processing in children with intellectual disabilities is crucial for understanding their cognitive development, recognizing their deficits in learning information and individualizing educational programs. The aim of this study was to explore the implementation experiences of special education teachers and elementary school teachers working with children with intellectual disabilities in relation to information processing, and to determine what kind of adaptations/regulations they have made to support information processing for these children. To this end, a generic design, one of the qualitative research designs, was used in the study. The study group comprised 61 teachers, including 32 special education teachers and 29 elementary school teachers. The data were collected using an interview technique and content analysis was used to analyze the data. The findings show that teachers working in both educational settings (special education teachers and elementary school teachers) have inadequate knowledge of information processing, and moreover, teachers in both groups do not make accommodations for information processing activities that are extremely important for children with intellectual disabilities. Therefore, teachers need to make pedagogical, physical and equipment-related accommodations to help improve the information processing work of children with intellectual disabilities. © 2025, Duzce University, Faculty of Education. All rights reserved.
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    BIBLIOMETRIC ANALYSIS OF RESEARCH ON ARTIFICIAL INTELLIGENCE APPLICATIONS IN MUSIC EDUCATION
    (Tolga Karaca, 2025) Arcagok, Serdar; Bi?Lgen, Zehra; Kaya, Nisa Gökden; Temel, Firdevs
    With the rapid development of technology, artificial intelligence is impacting every aspect of our lives. Education is one of the areas where artificial intelligence (AI) is used. Integrating AI into education enriches the educational environment and makes learning enjoyable. It also increases students' interest and motivation. Artificial intelligence applications in music education can be used to create learning environments tailored to students' needs, find and play appropriate musical pieces, and create new songs. Furthermore, AI can be used in instrument playing, performance evaluation, and providing feedback. In this context, it can be argued that AI applications in music education contribute to effective learning and simplify the teacher's work. This research aims to systematically examine the trends in research on artificial intelligence in music education through bibliometric mapping analysis. By visualizing the conceptual structure and intellectual connections in music education, it aims to provide a comprehensive overview of how AI is gaining ground in music education research. Vosviewer, a software integrated with Web of Science, was used to visualize and analyze large data sets in the bibliometric mapping process. Scientific articles that met the criteria were examined for year of publication, country of publication, authors, citation performance, frequently used keywords, and the most commonly used terms in their abstracts. The data obtained were discussed in light of research findings in the literature. © 2025, Tolga Karaca. All rights reserved.
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    Intercultural sensitivities: A mixed methods study with pre-service EFL teachers in Turkey
    (Western Australian Inst Educational Research Inc, 2020) Arcagok, Serdar; Yilmaz, Cevdet
    Understanding pre-service teachers' perceptions on intercultural communication could be considered as a substantial step in syllabus design and curriculum development in the field of English language teaching. To this end, the current study is aimed at identifying the intercultural sensitivities of pre-service English language teachers. The participants were 90 pre-service teachers in the Department of English Language Teaching at Canakkale Onsekiz Mart University, Turkey in the 2017-2018 academic year. A convergent parallel mixed-methods design was used to collect, analyse and interpret both quantitative and qualitative data. The research dataset was obtained from the Intercultural Sensitivity Scale and two open-ended interview questions. Results showed that pre-service teachers voiced different codes for the concept of cultural sensitivity. This study also sought to find out whether differences in the pre-service teachers' perspectives could be associated with various factors. Voluntary work by pre-service teachers in any non-governmental organisation emerged as a factor increasing their sensitivity. The study concludes with a discussion of the findings that informs foreign language teaching for intercultural competence and communication.
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    Preschool teachers' practices and understandings of engaging children with autism: a qualitative study
    (Springernature, 2025) Kalkan, Sinan; Ozbasi, Durmus; Erbas, Esra; Arcagok, Serdar; Erbas, Yahya Han
    This study examines the arrangements preschool teachers make in the classroom to support the participation behaviors of children with autism and their knowledge about the types of participation. Using a holistic case study research design, 56 preschool teachers participated in this study, and data were collected through structured interview forms. The findings revealed that most teachers lacked knowledge about the types of participation of children with autism and typically developing children. Additionally, the strategies used by teachers to increase participation were often superficial and insufficient to support engagement behaviors in depth. The engagement of children with autism in learning activities tends to be functional and observational, with functional engagement involving active participation in structured tasks, while observational engagement entails observing peers or teachers. In contrast, typically developing children exhibit more complex engagement behaviors, such as social and integrated participation. These findings highlight the need for teachers to adopt strategies tailored to children's interests, reinforce engagement behaviors, and provide individual support. Furthermore, structured professional development programs focusing on practical strategies and reflective practices should be implemented. The study emphasizes the importance of bridging the gap between theoretical knowledge and classroom practice through effective training and support systems. By addressing these challenges, this study contributes to promoting more inclusive educational practices for children with autism globally.