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Recognition the culture is very important for living together in multicultural and developing community. One of the most important organ to transfer cultural background to new generation is Education. In Turkey Religious Culture and Ethic Knowledge course is a compulsory lesson in primary and secondary level. One of the purpose of Religious culture and Ethic Knowledge course in primary level is to harmonize students with culture and transmission of culture. And the course is expected to enrichment the culture.

Being relative a recent field into the New Romanian Curriculum, the object Counseling and Guidance Area is been reflected in different manners into educational practice. This paper is elaborated as a case-study on content analyze of 56 school counseling programs to investigate the educational approaches of teachers from primary school level regarding this school object. The results reflect teachers’ confusing ideas about what should be approached through this school object. Future trainings should be focus on the necessity of designing some general frameworks for school counseling activities correlated to the specific objectives and some methodological suggestions on issues approached.

This article has been retracted at the request of the Author. Please see Elsevier Policy on Article Withdrawal ( http://www.elsevier.com/locate/withdrawalpolicy ). Reason: This article was not presented at the 2010 World Conference on Educational Sciences and therefore should not have been included in this issue.

Although the previous research pointed to the shortcomings of ELT textbooks as regards their representation of gender, it did not explain how ELT teachers perceive gendered texts in textbooks. In order to fill that information gap, this study attempted to obtain senior English language student teachers’ own perceptions of particular “gender-critical points” in primary level ELT textbooks. Student teachers’ views were probed by means of a survey which asked two open-ended questions and the survey was supplemented by focus group interviews. The findings revealed the range of possible ways Turkish student teachers dealt with gendered textbook texts.

This paper will discuss on the attempt in improving marginalized children through professional development of teachers. Despite all efforts to overcome the difficulties of learning face by marginalized children, their performance both in the external as well as in the school-based achievement assessments showed that they lag behind in the learning of Science and Mathematics. This situation starts at the primary level and hence resulted in dropouts before they could pursue their secondary education. Based on a series of observations and consecutive school visits, the researchers were able to identify some of the difficulties faced by the teachers in the teaching of Science and Mathematics as well as in the learning of the language. Teachers tend to use similar approaches as teaching children in the urban schools, which are more directed in nature. Many of the Science and Mathematics teachers do not possess sound pedagogical skills to apply alternative approaches, which are suitable within the context and realm of the marginalized children. In overcoming the situations, teaching modules were developed to provide alternative ways of teaching science. Additionally, teachers were also introduced to the concept of action research. Preliminary results showed that not only teachers perceived that the modules were very useful and beneficial to them, their pupils were also motivated and demonstrated active involvement in the learning activities.

This study examines teachers’ perceptions who work in a Regional Boarding School (RBS) in the city of Giresun, Turkey about the use of ICT for teaching and learning. Semi-structured interviews were used and 10 teachers from primary level of RBS were interviewed. The results of the study show that, teachers of RBS believe that it is necessary to use ICT in education in many ways; however, due to many factors, utilization of ICT in teaching and learning processes is highly limited. It is suggested that students and teachers of RBS should be supported with more materials and more practical training where the good use of ICT is exemplified.

This research was twofold: (a) to sample the incidence of autism among students in kindergarten, primary and secondary levels (b) to identify the most frequently occurring social skills deficits among autisms at each of the grade levels. Survey research was used and the data were collected from teachers of 145 autistic students in inclusive schools. The research tool was a social skill survey form, covering three aspects of social skills, (a) self control, (b) communication with others, and (c) playing and working with others. The questions at the early childhood level totaled 38 items, at primary level 70 items and at secondary 67 items. Research found that most autistic students in inclusive schools were boys (78.62%).The most frequently observed deficits in social skills of autistic children at each grade levels were Not sharing toys/articles that they are interested in, Not able to play a role in a story with beginning, progression, and ending and Doing activities or playing alone during leisure time or at lunch time.