The purpose of this study was to examine the parental mindset (fixed or growth) of middle school student parents; findings indicated a noticeable difference between growth mindset and fixed mindset in each of the participating school districts across three District Reference Groups (DRG) classifications. This study also investigated if there was pre-COVID to post-COVID change in student achievement; finding a significant difference between the 2021-2022 and 2018 -2019 Connecticut Smarter Balanced Test Scores in Math across DRG classification, with an overall 6% decrease in students who met or exceeded grade-level post-COVID, although no significant difference was found for ELA. Lastly, the overall findings support the concept of parental education mindset developed by the researcher for the purpose of this study; the researcher defined the concept of parental education mindset as the belief or expectation a parent has towards a school/school district’s resources and ability to teach knowledge, impacting student achievement. Thus, the implications for practice recommended in this study may provide school districts with insight into building a strong foundation for school/parent partnerships.

*The article titled ” Teacher Perceptions and Expectations Regarding Research and Development in Education (R&D) Studies ” was simultaneously uploaded and published in a different journal with the title “Educational Research and Development Policies and Institutional Structures of Turkish Educational System”. The boards of both journals have decided to mutually remove these articles from their contents for the following reasons:
Violated Rule:
Authors must read and acknowledge that they completed the requirements below before proceeding:
The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).

This research aims to explore in depth the opinions of classroom teachers about primary school mathematics textbooks. For this aim, the relevant research was carried out with a phenomenological pattern within the framework of a qualitative research approach. The study group of this research was determined by convenience sampling technique in line with purposeful sampling. Hence, the study group of this research consists of 14 classroom teachers. A semi-structured interview form was used as a data collection tool in the research. The interviews were conducted face-to-face by the researcher. The data obtained was analyzed according to the descriptive analysis technique. Accordingly, the opinions of the classroom teachers who participated in this research about primary school mathematics textbooks were determined as 1) Content, 2) Program, 3) LanguageExpression, 4) Skills, 5) Visual Design, 6) Measurement and Evaluation, and 7) Values. The participants made some suggestions to improve the quality of primary school mathematics textbooks. These are listed as 1) Content, 2) Skills, 3) Visual Design, 4) Measurement and Evaluation, and 5) Values. In line with the findings obtained, the researcher concluded that in order for primary school mathematics textbooks to become more qualified, the books should be prepared by experts in the field and with a multiple approach.

This study aims to determine the levels of social emotional learning skills and computer game addiction of middle school students in terms of gender, school types and grade variables, and to examine whether there is a significant relationship between social emotional learning skills and computer game addiction. The participants of this correlational survey model study were 307 students. Social Emotional Learning Skills Scale and Children's Computer Game Addiction Scale were used in the study. The data were analyzed by t-test and Pearson Correlation analysis and linear regression. As a result of the research, it was found that social emotional learning skills were a better level in favor of female students, private schools and 5th graders. Computer game addiction was found a better level in male students than females, and there was no diference with school types and grades. There was a significant negative relationship between social emotional learning skills and computer game addiction levels at a moderate level (r=.37). In addition, it was revealed that participants' social emotional learning skills accounted for 14% of computer game addiction.

This article provides a literary analysis of James Joyce’s Finnegans Wake, delving into its intricate narrative structure, linguistic complexity, and thematic depth. The novel, often regarded as one of the most challenging works in modern fiction, explores the cyclical nature of human history, drawing parallels between myth, history, and the collective unconscious. The analysis focuses on Joyce’s use of dream language, multilingual wordplay, and the novel’s dream-within-a-dream structure, revealing how these elements contribute to its enigmatic charm. The study also examines the novel’s themes of death, resurrection, guilt, family, and cultural identity, emphasizing the interconnectedness of human experiences throughout history. Joyce’s masterful use of dream language, multilingual wordplay, and dream-within-a-dream structure adds to the enigmatic charm of the work, drawing readers into a richly complex world where every element serves a purpose. As there is little research conducted on the use of language and existing multiple meanings in Finnegans Wake, this study is important to reveal a literary analysis of the novel. Despite its complexity, Finnegans Wake emerges as a timeless masterpiece that defies traditional literary conventions, offering a unique and thought-provoking reading experience that continues to captivate and intrigue readers, making it a lasting contribution to the world of literature.