Aims: In this study, our objective was to evaluate mean platelet volume (MPV), an indirect marker of platelet activation, in patients with obstructive sleep apnea (OSA), and assess the effect of OSA treatment with continuous positive airway pressure (CPAP) on MPV Methods: In this study, records of consecutive patients who underwent polysomnographic evaluation for OSA symptoms in the Sleep Disorders Laboratory during a one-year period were reviewed retrospectively. Patients who had both complete blood count and MPV measurements were included in the study. Results: A total of 158 patients, including 51 females (32.3%) and 107 males (67.7%), were included in the study. The mean age of the patients was 51±13 (min-18, max-82) years. OSA was detected in 74.1% (117/158) of the patients. It was determined that as the severity of OSA increased, hemoglobin and hematocrit values increased significantly. There was no significant difference in platelet count according to the presence and severity of OSA. The MPV was significantly lower in severe OSA cases compared to those without OSA and mild OSA cases. A negative correlation was observed between MPV and the apnea-hypopnea index, desaturation index, and the amount of oxygen saturation below 90% during sleep. There was no significant difference in median erythrocyte and thrombocyte counts, hematocrit percentage and hemoglobin values before and after treatment in OSA patients who used CPAP therapy. However, a significant decrease in MPV was observed after OSA treatment compared to pre-treatment. (p=0.021). Conclusions: The results of the study do not support an increase in MPV and hence platelet activation in severe OSA patients compared with those without OSA. However, the results suggest that one month of CPAP treatment reduces MPV and thus platelet activation in severe OSA patients. Further controlled, prospective studies including treatment outcomes are needed on this subject.

Objective: The aim of the study was to assess attitudes and behaviors related to cancer screening using an attitude scale for cancer screening among individuals aged 30-70 with and without type 2 diabetes mellitus. Methods: This prospective case-control study was conducted from March to May 2023 at a single center. A total of 197 participants, including 67 patients with type 2 diabetes mellitus and 130 participants without type 2 diabetes mellitus aged 30-70, were enrolled using simple random sampling. For the assessment, a sociodemographic form prepared through a literature review and the attitude scale for cancer screening were used. A statistical significance level of p

Objective: The aim of this study is to evaluate the conventional and diffusion MRI findings of ring-shaped lateral ventricular nodules (RSLVN) along with clinical features. Methods: MR images of all patients who underwent contrast-enhanced brain MRI between 2019 and 2023 were retrospectively evaluated. The number, shape, maximal diameter, and signal intensity of RSLVNs on T1-weighted (T1W), T2-weighted (T2W), fluid-attenuated inversion recovery (FLAIR) and diffusion-weighted imaging (DWI), and contrast-enhancement status were evaluated. Apparent diffusion coefficient (ADC) values and normalized ADC ratios of nodules were also determined. If follow-up MRIs were performed, morphological changes of RSLVNs were evaluated. Results: RSLVN was observed in fifteen (0.51%) of 2920 patients. Multiple RSLVNs were observed in five patients and therefore a total of 23 RSLVNs were identified in fifteen patients. Nodules were located on the roof of the lateral ventricle in eight nodules (34.8%), in the frontal horn in twelve nodules (52.2%), and in the septum pellucidum in three. 6 of 23 RSLVNs (26.1%) were larger than 1 cm. All RSLVNs were isointense on T1W and T2W, while hyperintense on FLAIR. On DWI, 20 of 23 RSLVNs had isointense signal and the remaining 3 lesions were hyperintense. The mean ADC value and nADC ratio were 1.42 ± 0.29 x 10-3mm2 and 1.87 ± 0.31, respectively. Conclusion: RSLVNs may be more frequent than previously reported. Their uniform MRI appearance and typical localizations are distinctive, and they can reach relatively large sizes. Morphological stability during follow-up and the ADC values of these lesions suggest a possible benign nature.

Objective: Annexin A1(AnxA1) is an anti-inflammatory mediator. In the current study,we aimed to evaluate whether or not serum Annexin A1 levels of inflammatory boweldiseases (IBDs) patients relate to the clinical and laboratory traits of IBDs. Methods: This case-control study included 67 ulcerative colitis (UC) patients (47 males and 20 females), 53 Crohn’s disease (CD) patients (37 males and 16 females) and 60 healthy controls (36 males and 24 females). The Mayo Clinical scoring system (MCS) was used for UC and the histological activity index (HAI) was determined by Truelove and Richards method. The Crohn's disease activity index (CDAI) was used for CD patients. Montreal classification was used for the localization of IBDs. Results: The mean serum AnxA1 concentrations were not statistically significant in UC, CD and the control groups (26.36±17.30 ng/ml vs 22.98±12.74 vs 24.45±12.18 ng/ml respectively, p=0.404). The MCS, HAI of UC patients negatively correlated with the serum AnxA1 values (rho=-0.616, p

Objective:Although children presenting with respiratory tract infection (RTI) symptoms can be managed by in primary care, these symptoms are the most common reasons for children to present to the emergency department(ED). The aim of this study is to investigate the effect of the education given to mothers by their family physician in reducing the unnecessary admissions of children with RTI symptoms to the ED. Method:A quasi-experimental, single-blinded, controlled educational intervention study was conducted with the mothers of 6 months–6 years old children. Family Medicine Units were randomized as control and intervention group. Sociodemographic features, admissions to ED, fever-related practices were questioned and a questionnaire including propositions on Knowledge, Attitude and Behaviour (KAB) about RTI symptoms (KABaRTIS) were applied in both groups before-after the intervention. Intervention group received one-to-one, face-to-face education focusing on home management of acute RTI symptoms and alarm findings, also a booklet was given. No intervention was made to the control group. Result:Study was completed with 178 mothers(Control:118, Intervention:60). The KABaRTIS scores of the mothers increased significantly in both groups(Control:76.9-82.2;p

During the last years, infant and toddler practice is receiving increased attention at the policy level. Yet, little is known about what infant/toddler practice entails and how educators working with children of this age group view their role and professional identity. The present mixed methods study aims at filling the research gap on what the professional identity and the work of infant and toddler educators entails, what are the characteristics that constitute an infant/toddler educator professionally and on the extent to which they are well prepared to perform their multi-dimensional role. 51 Greek infant/toddler educators responded to an online questionnaire which included close and open-ended questions. Results reveal that the role of infant/toddler educators is complex and multi-faceted and that infant/toddler educators spent most of their time in education and care practices rather than managerial practices. In addition, results highlight that care moves beyond narrow definitions that include routines, to a broader image of care which involves educational and relational aspects. Divergences between practices adopted in infant and toddler classrooms have also been revealed. The results highlight the need to further explore infant and toddler educators’ voices about their role, professional identity and work.

e public education policy of an individual country determines, among other things, the ways of documenting the educational process and children’s outcomes. This paper explores the opinion of preschool teachers about documenting children’s development. The sample included preschool teachers from two systems, or two different curricular approaches. One exists in the Republic of Croatia (curriculum based on the competence framework) and other in Bosnia and Herzegovina (curriculum based on normative outcomes). The measuring instrument Questionnaire of Preschool Teachers’ Opinions on Monitoring the Psycho-physical Status of Children (α= .847), was constructed for research purposes. The Questionnaire was based on relevant literature and insights into existing educational practices. On a dichotomously structured 4-level scale, preschool teachers estimated that the most important purpose of documenting children’s development is the planning of developmental incentives (M=3.63; SD= 0.495). They agree that monitoring should be continuous throughout the entire academic year (M=3.53; SD= 0.666). Likewise, preschool teachers are less inclined to one-time assessments of a children’s psycho-physical status, considering “a testing” unlikely to provide a realistic image of their development (M=1.88; SD=0.797). No correlation was found between preschool teachers’ age, length of service, and level of education. Using the t-test of independent samples, a mild/weak, but statistically significant difference in the preschool teachers’ assessment between the subsamples was determined.

Reading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as: Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension.

Families are the ultimate recipients of the effects of policy, but seldom get a seat at the policymaking table. This study investigated how parents perceive the impacts of unequal teacher compensation policies on New York City’s (NYC) Universal Pre-K (UPK) expansion. Utilizing Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram’s (1993) theory of social construction and policy design to create a rich conceptual framework, this qualitative study analyzed parents' voices through document and social media discourse analysis expanding from 2014 to 2021, and semi- structured interviews (n=15). Participants reflected the demographic diversity found in NYC, the largest school system in the country. The data analysis occurred in three sequential stages: (a) content analysis of documents, (b) thematic analysis of interview data, and (c) compilation of findings from these analyses to draw comprehensive conclusions. Findings revealed that while parents had limited engagement with policy, they were able to articulate the detrimental effects of compensation policies—particularly the effect of teacher turnover on their daily lives—with a disproportional effect on parents of racially minoritized backgrounds or living in low-income neighborhoods. The rich interviews unearthed the dissonance between the policy’s intent and its effect on perpetuating racial and socio-economic biases. Recommendations for advocacy and engagement are provided.

Early childhood (EC) directors played a critical role in the successful operation of childcare centers during the COVID-19 Pandemic. Directors were responsible for adhering to health and safety protocols and caring for the well-being of their staff, children, and families. Due to the need to remain open for other first responders’ families, Directors were challenged with fluctuating numbers of staff and children, and in other cases, they were tasked with transitioning their programs online to serve children. This study examines 10 US EC Directors’ perspectives and leadership experiences during the Pandemic. From interviews with the participants, themes emerged to illustrate how EC Directors utilized adaptive leadership skills and strengths-based leadership. Findings from this study are beneficial not only to understand how EC Directors led during the Pandemic, but also which skills, resources, and supports are necessary for future times of crises and challenging times. This article offers recommendations for researchers, policymakers, and other decision-makers on how best to support EC Directors in future times of uncertainty.

The global health crisis, COVID-19, swiftly enveloped people all around the world. Upon the World Health Organization declared the COVID-19 as a pandemic, numerous countries have determined their own road maps. The main purpose of this study was to understand the effect of the COVID-19 pandemic on the life balance of parents with children aged 0-6 years in Türkiye. This study was a cross-sectional design. The data was collected from 514 parents who have at least one child at the age of 6 or less. Results showed that there were several direct and indirect relationships between demographic measures (gender, age, educational status, number of children in home and employment status of parents), mediating variables (self-rated measures such as support from distance learning, support from others), and endogenous variables (life balance variables). The findings of the study showed that “new normal” has entailed potential job losses for some individuals and changed perspectives and delivery methods of education. The findings also highlighted the importance of parents’ engagement into education for understanding and helping children’s development.

Swedish school-age educare has, in the last 25 years, undergone extensive reforms with revised goals for work in practice and new working conditions. The reforms and changing conditions seem to have challenged practice in terms of quality. Since 2010, instead of programme evaluation for generating knowledge about the expected benefits for children of attending school-age educare, quality and evaluation have been regulated in the Education Act 2010:800(2010) as decentralised, continuous, ongoing systematic quality work led by school leaders and teachers themselves. The aim of this study was to examine the norms and the social order forming evaluation in school-age educare practice, including how staff think institutionally about evaluation, how evaluation is classified and categorised and identifying institutional shadows. The article is built on interviews with 53 staff members in twelve different centres. The interviews were analysed using Mary Douglas’ (1986) theory about how institutions think. The analysis contains a careful reading of interviews through a theoretically informed institutional lens and has resulted in different categories of evaluation in SAEC, as well as the identification of an institutional shadow. Children’s experiences is discussed as the institutional grip and shadowing goals and results in evaluation. Finally, it argues for institutional change.

e Jolly Phonics Lessons application is a digital tool that is designed to enhance the preschoolers’ reading and writing skills through synthetic phonics approach. This study examined the impact of integrating Jolly Phonics Lessons application into literacy lessons on the emergent reading and writing skills among kindergarten students, ages 4 -6, in the United Arab Emirates through a comparative study between pupils (Group-A), whose literacy classes were integrated with the application, and pupils (Group-B) who were taught using the traditional method of teaching literacy. Mixed methods research design was followed to analyze the effects of integrating the application. The Phonemic Awareness Assessment Inventory (PAAI) tool, field notes, and artifacts were utilized to measure the development of students’ letter-sound identification, letter formation, phoneme blending and segmenting abilities. In addition, the paper compared the growth on phonics skills between students in Groups A and B. The results showed that students in Group-A outperformed pupils who received literacy instruction through traditional methods. The findings from the PAAI scores exhibited dramatic growth in letter-sound recognition and letter formation, and substantial increase in phoneme blending and segmenting abilities of Group-A. The T-statistic for differences between two means at 95% confidence revealed that there is a significant difference between the performance of students in Groups-A and B. Implications from this study highlight the positive impact of incorporating Jolly Phonics Lessons application into literacy classes on low-achieving students. On this bases, future research of Jolly Phonics Lesson application to support mixed-ability classes or students with dyslexia.

Outdoor free play encompasses unstructured, self-directed play in the outdoors and has been shown to support children’s health and development. Accurate and reliable measures are required to conduct research on children’s outdoor free play and examine cross-sectional and longitudinal variation. This study systematically reviews and evaluates measurement approaches for children’s outdoor free play used in existing literature. A scoping review was conducted to identify English-language peer-reviewed and grey literature that included measurements of the occurrence, frequency or duration of outdoor free play with children aged 2 to 17 years old. Studies were excluded if the outdoor free play measure included structured settings or activities, or focused on a specific location or play activity. Quantitative and qualitative content analysis was used to consider outdoor free play terminology, definition, and operationalization; positioning in relation to other variables and the topic of interest; and data collection context. A total of 4,860 unique studies were identified. After screening and full-text review, 184 papers were taken forward for analysis. Parent-recall questionnaires were used in 70.1% of included studies to measure outdoor free play, often using a single question to capture the variable. A lack of differentiation between outdoor play emanating from structured and unstructured settings was common, as was limited consideration of contextual factors such as season, school or non-school days, and time of day. The implications of existing approaches to measuring children’s outdoor free play and the need for valid and reliable measures to further research examining children’s outdoor free play are discussed.

Out-of-school mathematics education is a relatively new domain. This paper examines learning environments in out-of-school mathematics education, where teachers play a role. These environments fall into three major categories: (a) real- life settings (working places, outdoor environments, daily life settings like home), (b) designed learning enviro nments (e.g., museums, libraries, zoos), and (c) outside classroom settings in schools (e.g., school gymnasiums, art studios). This study highlights interchangeable use of “non-formal” and “informal” education by researchers and raises concerns regarding potential conflicts between informal education programs that employ formal approaches and the inherent nature of informal mathematics education. As a solution, this paper proposes using La Belle’s matrix (1982) to analyze current out —of-school mathematics education programs and identify their educational approaches. This contribution will broaden the conceptualization of out-of-school mathematics education and guide future research by examining critical issues.

1990’lı yıllarla birlikte çocukluk çalışmalarının sosyal bilimlerde kendine disiplinler arası bir yer edinmesiyle çocukluğa ve çocuğa dair ilgi giderek artmaktadır. Makalede, temel çocukluk çalışmaları kavramlarının Türkiye bağlamında irdelenerek kavramsal bakış açılarının özellikle eğitim merceğinden genişletilmesi rasyoneliyle Türkiye’deki çocukluk çalışmaları literatürüne katkı sağlamak amacıyla çocuk failliği, çocuk yetkinliği ve çocuk katılımı kavramları ele alınmıştır. Bu kavramların birbirleriyle ve çocukluk çalışmalarının diğer tartışmalarıyla etkileşimlerini göz önünde bulundurarak Türkiye'den akademik ve pratik örnekler global tartışmalarla bağdaştırılmış ve bu kavramsallaştırmalardan inşa edilen çocukluk imajları üzerine tartışmalar yapılmıştır. İçinde yaşadığımız çağın belirsizlikler çağı, ilişkilerin ise daha karmaşık ve birbirine bağlı ya da bağımlı olduğunu varsaydığımızda, bu çalışma çocukluğu tartışmak için başvurulan kavramların değişken ve dinamik yapısını daha anlaşılır kılmaktadır. Bu anlamda, çalışmamız faillik, yetkinlik ve katılım kavramları üzerinden çocuğun gündelik ilişkiler ağı içerisindeki ve toplumdaki konumunu irdeleyerek, bu alanda genişletilmesi ve geliştirilmesi gerektiği düşünülen akademik ve pratik uygulamalar için önerilerde bulunmaktadır.

Araştırmanın amacı, Türkiye Yükseköğretim Yeterlilikler Çerçevesi’ni (TYYÇ) Dinamik Yetenekler (DY) yaklaşımı bağlamında ele alarak lisansüstü yeterliliklerin kazandırılmasındaki yerine ilişkin bütünleşik bir bakış açısını eğitim yönet imi özelinde ortaya koymaktır. Araştırma derleme çalışması niteliğinde olup öncelikle TYYÇ bağlamına ilişkin bilgi verilmiş, DY yaklaşımı ve boyutları tanıtılarak eğitim alanında hangi bağlamlarda incelendiği açıklanmıştır. Ardından TYYÇ’nin yeterlilik boyutları DY bağlamında ele alınarak lisansüstü yeterliliklerin kazandırılmasında kullanılmasına ilişkin bir perspektif sunulmuştur. Araştırmada TYYÇ’nin öğrencilere kazandırmayı amaçladığı bilgi, beceri ve yetkinlikler boyutu yeterliliklerinin DY’nin fırsatları sezme ve algılama, fırsatları yakalama ve dönüştürme boyutları ile örtüştüğü görülmektedir. Ayrıca TYYÇ'nin hedeflediği uyum, yetenek, girişimcilik, yaratıcılık, üretkenlik, değişim, stratejik karar verme, bilgiyi oluşturma, öğrenme, teknoloji ve yenilik gibi kavramların DY kapsamında da yer aldığı tespit edilmiştir. DY bağlamını oluşturan, bilgiyi yayma, liderlik, sosyal ağ oluşturma, işbirlikçilik, çevreyi devamlı izleme, farklılık ve rekabet avantajı yaratma, ekip çalışması gibi anahtar kavramların TYYÇ tarafından da öğrenciye kazandırılmak üzere amaçlandığı belirlenmiştir. Araştırma sonuçları önemli çıkarımlar sağlamakta, DY bağlamını kullanarak TYYÇ yeterliliklerini daha etkin biçimde eğitim yönetimi lisansüstü programlarındaki öğrencilere kazandırmak için yapılabileceklerin önemi vurgulanmaktadır.

Ev ortamları, çocukların hayatta kalma ve gelişmesinde kilit bir rol oynamaktadır. Bu sebeple çocukların okul dışındaki yaşamlarının büyük çoğunluğunu geçirdikleri evin, aritmetik ortamının bilinmesi ve çocukların matematik becerilerinin geliştirilmesine yönelik düzenlenmesi oldukça önemlidir. Küçük çocukların ev aritmetik ortamlarının değerlendirilmesi amacıyla uygun örnekleme yönteminin kullanıldığı bu araştırmada, kesitsel tarama modeli kullanılmıştır. Bu amaçla, ev aritmetik ortamını belirlemek için bir ölçme aracının Türk Kültürüne ve Türkçe diline uyarlanması yapılarak bu ölçme aracından elde edilen puanların geçerlik ve güvenlikleri hesaplanmıştır. Ayrıca ölçme aracından elde edilen toplam puanlar ile bağımsız değişkenler arasında ilişki olup olmadığının araştırılması için hiyerarşik regresyon analizi yapılmıştır. Faktör analizi, “Ev Aritmetik Ortamı Tarama Aracı (EAOTA)”nın tek faktörlü bir yapı oluşturduğunu göstermiştir. Ölçekten elde edilen puanların ise güvenilir sonuçlar verdiğini sonucuna ulaşılmıştır (α:.72). Hiyerarşik regresyon analizi sonuçları; yaş, çocuğun kendi odasının olması, sosyo-ekonomik düzeyin, EAOTA toplam puanlarındaki varyansın önemli bir açıklayıcısı olduğunu işaret etmiştir (p<.05).

Bu araştırmada, YÖK tez ve Google akademik veri tabanı kullanılarak gerçekleştirilen tarama sonucunda ulaşılan Biyoloji eğitimi alanında yapılan ölçek geliştirme ile alakalı makale ve tezlerin farklı açılardan incelenmesi amaçlanmıştır. Araştırma, Google akademik ve YÖK tez merkezi veri tabanları kullanılarak yapılmıştır. İlgili makale ve tezlere ulaşmak için YÖK tez tarama veri tabanında “ölçek geliştirme” anahtar kelimesi ile konu kısmı “biyoloji” seçeneği ile 2 tez “eğitim” seçeneği ile 6 olmak üzere toplam 8 tez, Google akademik veri tabanında “biyoloji ölçek geliştirme” anahtar kelimesi ile 25 makale taranmıştır. Araştırma kapsamında makale ve tez olmak üzere toplam 33 çalışma incelenmiştir. Araştırmadan elde edilen bulgulara göre; araştırma sonucunda biyoloji alanında yapılan ölçek geliştirme ile alakalı makalelerin en çok 2013 yılında tezlerin ise 2018 yılında yapıldığı, makalelerin yayınlandıkları dergiler incelendiğinde Hacettepe Üniversitesi Eğiti m Fakültesi Dergisi’nin birinci sırada olduğu, tezlere bakıldığında ise Necmettin Erbakan Üniversitesinin birinci sırada olduğu, makalelerde ve tezlerde ağırlıklı olarak tutum ölçeği geliştirildiği, biyoloji konusu olarak en fazla çevre ile alakalı ölçeklerin geliştirildiği, örneklem gruplarına bakıldığında en fazla öğrenciler ile çalışıldığı, tezlerde ve makalelerde örneklem büyüklüğünün en çok 101-500 aralığında olduğu, madde havuzu oluşturma sürecinde en fazla literatür taramasından faydalanıldığı, en çok biyoloji uzmanı görüşü alındığı, çoğunlukla sadece madde-test korelasyonu yapıldığı, yoğunlukla iç tutarlılık yönteminin kullanıldığı, makalelerinin çoğunda ilk sırada Faktör analizi sonrasında Açıklayıcı Faktör Analizi (AFA) yapıldığı, tezlerde ise en fazla Açıklayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizinin (DFA) birlikte kullanıldığı , makalelerde 2 ve 3 faktörlü ölçeklerin geliştirildiği, tezlerde ise 3 faktörlü ölçeklerin geliştirildiği, en fazla yapı geçerliği ve kapsam geçerliğinin tercih edildiği tespit edilmiştir. Araştırmadan elde edilen sonuçlara yönelik önerilere yer verilmiştir.

Bu araştırmanın amacı, Türkiye’de 2022 yılında çıkarılan Öğretmenlik Meslek Kanunu’nu öğretmenler üzerinde disiplinsel iktidar kurma süreci açısından çözümlemektir. Nitel olarak tasarlanan bu araştırmada, Foucaultcu eleştirel söylem analizi yöntemi kullanılmıştır. Araştırmada, Michel Foucault’nun konuya ilişkin görüşleri başlangıç noktası olarak alınarak Öğretmenlik Meslek Kanunu ve ilişkili metinler eleştirel bir analize tabi tutulmuştur. Verilerin toplanmasında dokümantasyon yöntemi kullanılmıştır. Araştırmada kullanılan disiplinsel iktidar kavramsallaştırması, Michel Foucault’nun iktidar analizine dayandırılmıştır. Araştırma verileri, hiyerarşik gözetim, normalleştirici yaptırım ve sınav olmak üzere üç tema altında sunulmuştur. Araştırma bulgularına göre, yapılan yasal düzenleme ile iktidarların öğretmenleri disiplinsel iktidar uygulamalarını kullanarak hiyerarşik hale getirilmiş sıkı bir gözetim ağı ile denetim altına alabileceği; normali tanımlayıp bunun dışında kalanı patolojik olarak niteleyebileceği; tüm yaptırımlarını sınav ile bir sonuca bağlayabilecek bir tutum sergileyebileceği sonucuna varılmıştır. İktidar teknikleri aracılığıyla öğretmenlerin davranışları ve düşünceleri üzerinde bir kontrol mekanizması işletilmektedir. Meslek kanunu, barındırdığı birden çok yaptırım ile öğretmenlik mesleğini dönüştürürken iktidarın meslek üzerindeki otoritesini pekiştirdiği önemli bir araç olarak kullanılmaktadır. Oysa yapılan yasal düzenlemeler teknik bilgileri ölçmek yerine öğretim süreçlerinin niteliğine odaklanmalıdır.