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Andrejs Geske (University of Latvia, Latvia) B. N. Ghosh (Eastern Med. Univ. North Cyprus) Bayram Ürekli (University of Selçuk, Türkiye) Erdinç Didar (American University, Bulgaria) Ercan Tatlıdil (University of Ege, Türkiye) Erman Artun (University of Çukurova, Türkiye) Hikmet Y. Celkan (University of Gaziantep, Türkiye) Hüseyin Bağcı (METU, Türkiye) Jean Crombois (American University, Bulgaria) Kemal Silay (Indiana University, USA) Lelio Iapadre (University of L'Aquila, Italy) Michael Goldman (University of Minnesota, USA)

A program should act based on the reality of the society which it is formed for. It is impossible for a program to be successful unless it leads the social changes, make its citizens be social individuals and provide the society with the equality of educational opportunity. Within this study, it was aimed at evaluating secondary education programs in accordance with the thoughts of the teachers about the level of the importance of socialising, social changes and the equality of educational opportunity which are the social bases of the program as well as their views about the realization level of these elements in the current programs. This research covered 175 teachers working in 13 secondary schools. A measurement tool developed by the researchers themselves was used for collecting data. As a result of the findings from the analysis, it was found that teachers regard programs enabling the equality of educational opportunity, social changes and socializing as significant. In the research, it was identified that teachers thought these social bases weren’t realized adequately. As a result, it can be said that social bases of programs are very important, however, there are some problems in their applications.

The purpose of this study is to investigate the university students’ self-regulated learning strategy skills and self-efficacy perceptions in terms of different variables within the frame of “Curriculum Development and Instruction” course. Survey method was benefited in this descriptive study. The study group consisted of 310 university students registered to different three faculties in AtatŸrk University, Turkey, and taking the “Curriculum Development and Instruction” course to be associated with teaching affairs in the future. At the end of the analyses the university students’ self-efficacy perceptions and self-regulated learning strategy skills were found high and the values obtained though the statistical analyses were statistically different according to gender and faculty variables.