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Project is an international e-Twinning project conducted between project partners from Turkey and Azerbaijan. The project involved 8 teachers and 53 students from 7 different schools. The subject of our project is to develop educational teaching content using Web 2.0 tools. The use of Web 2.0 tools in education provides significant advantages in terms of collaboration, communication, and socialization. It has been observed that more interactive and powerful learning environments offered by Web 2.0 tools significantly enhance learners' abilities in knowledge creation, organization, evaluation, and critical thinking. By creating lesson activities with Web 2.0 tools, we aim to enrich lesson processes, moving away from theoretical, lecture-based learning models, making learning experiences more accessible, and integrating the positive aspects of technology into learning. At the beginning of the project, all members participated in a webinar on e-safety and received training. Within the scope of the project, 12 activities were carried out using the free versions of 15 different Web 2.0 tools, aligned with the learning objectives in our curriculum and adapted to educational activities. Eight activities were conducted as joint activities among project groups, resulting in shared products such as e-books and videos. Web 2.0 tools were selected by project members at the start, explained to the students before the activities, demonstrated through sample applications, students were then asked to complete the activities. This study was conducted using a phenomenological design, a qualitative research method. The views of teachers and students regarding Web 2.0 tools and participation in projects were collected before and after the project. The findings from the project indicated that participants developed positive attitudes toward involvement in projects, became familiar with Web 2.0 tools, learned to use them, found the project beneficial. All project members were awarded the National and European Quality Label.

It is aimed to explore the opinions of education supervisors, school principals and teachers regarding the problems of the teacher supervision system and to develop solution suggestions with this study. While determining the research model, qualitative research model and case study design were preferred in accordance with the subject. Within the scope of the research, interviews were conducted with 10 education supervisors, 12 school administrators and 10 teachers working in Konya in the 2022-2023 academic year. A semi-structured interview form was used in the interviews. The themes of the data obtained in line with the opinions of education supervisors, school administrators and teachers were determined. At the end of the research, although the opinions of education supervisors, school principals and teachers regarding teacher supervision differed, when evaluated in general, it was seen that the participants focused on the legislation, the teacher supervision process, the inadequacy of school principals' supervision training and the side effects of supervision. It was determined that the participants generally thought that there was no clear legislation regarding teacher supervision and that it did not foresee any sanctions. Regarding the teacher supervision process; it was concluded that the purpose of teacher supervision was reduced to document control, there was no order regarding the frequency of supervision, school principals did not or could not devote enough time to supervision, and teachers were not given feedback as a result of the supervision. In addition, it was concluded that the supervision training of school principals was insufficient and therefore teacher supervision could not be carried out in accordance with its purpose. Another result of the research is; the side effects of supervision are that teachers resist supervision and that supervisions cause tension in teachers.

Effective schools have a mission to raise future generations. While fulfilling this mission, the leadership behavior displayed by school administrators is also of great importance. The aim of this study is to examine the leadership styles of school administrators. In the research, literature review was made and meta-analysis method was preferred. In the research, postgraduate theses on leadership types in school management between 201-2020 were examined. In the research process, the concepts of leadership, theories, leadership types, school management and leadership relationship, and leadership-related research in school management were discussed by introducing the concepts of management, manager, leader and leadership. As a result of the researches, it has been observed that there are more studies at different universities, and that the master thesis is more, and the leading style of leadership is the transformational leadership style. Also according to the research results; The leadership styles of the managers stand out as an important factor in the management of schools, which are educational institutions. Because leaders who are influential in the institution also create effective schools. For this reason, the school principal is a cultural leader in order to create an effective school culture; in terms of education and learning, it is the learning leader; The education manager must be an ethical leader to create a virtuous school environment. In addition, it is the visionary leader to have the vision and mission to carry the institution to the future; the school being a democratic leader in terms of joining and sharing all employees with its decision; to be a transformational leader in order to develop schools in line with scientific, social and technological developments; the school must be a charismatic leader in order to influence employees, and an operational leader in order to meet the demands and needs of employees.

This study, conducted as a literature review, focuses on the topic of "Peer Bullying." Peer bullying is a behaviour that continues to grow increasingly prevalent over time. It is widely recognized as one of the most significant issues hindering the establishment of safety within schools and broader social security. Bullying, as a concept, is characterized by the persistence of harmful behaviours. It is not feasible for bullying to occur in isolation, as it inherently involves multiple roles within a social context. In these roles, the first thing that comes to mind is bully and victim, but there are various roles shared by individuals. With the rise of technology and the growing influence of social media, the prevalence of peer bullying has steadily escalated. This upward trend has drawn greater attention from experts, leading to an increase in research aimed at understanding the effects of bullying on both those who engage in it and those who are targeted by it.In addition to being a form of violence, peer bullying also appears as a very important public health problem. Therefore, it would be useful to address peer bullying within the scope of the individual, family and society,in personal depth and with environmental factors, rather than supporting the school and keeping it within the school.Bullying behavior continues to increase today, just as it did in the past. It is common for today's adults to have experienced bullying or witnessed the bullying process at different times in their lives. When peer bullying is mentioned, violence usually comes to mind, but bullying includes many negative behaviors. Determining the risky factors that cause peer bullying and the negative effects of peer bullying on students is important in order to prevent the problem permanently.

It is aimed to analyze the information about literary figures and their works that appeared in university placement exams between 2012-2023; to transform the identified figures and works into material and to obtain the opinions of students, practitioners and teachers about this material. The research method is the document review pattern, which is one of the qualitative research methods. The research data are the exam questions asked between 2012-2023. After the selected questions related to the subject were examined and the answers were confirmed, the works of the writers and poets and the literary periods they were in were researched. The data was entered into the Excel data collection form created by the researcher year by year. In the matching game, it is first asked to match the pictures of the writer-poet with their names and works and then to place the matched writer/poet-work-name trilogy in the correct place on the Turkish literature period time map according to the period it belongs to. QR codes were added under the magnetic magnets, thus the QR codes became an answer key. Teachers who applied the material in their classes stated that the class had a lot of fun during the application and that it increased interest and motivation in the lesson. All of the students think that the prepared game contributes to the Turkish Language and Literature course. Students and teachers think that the Turkish Literature periods time map prepared from metal will help distinguish the periods. Students and teachers think that the prepared game helps teaching while having fun. Taking into account the suggestions of teachers and students regarding the size of the time map and the need for information on the back of the magnets, update studies are being carried out on this subject.