School choice in South Africa has accorded the majority of middle class black African parents an exit option away from many historically black African schools. This has been one of education’s major developments in post-Apartheid South Africa. Dissatisfied with underperforming historically black African schools in the townships, these parents choose what they regard to be effective schools, mostly situated outside the townships. The paradox and disadvantage of the flight from the township schools though, is that many of these schools are left with dwindling quality. Yet the majority of black African working class children with few or no choices are still trapped in many underperforming township schools. This study focused on the rights of children in choosing schools. Frequently, when it comes to school choice, it is parents’ views of good schools that matter in the debate. This study though, investigated whether the children do have a sense of what effective schools are. One of the major findings in the study was that although they might have less social and cultural capital, working class children attending dysfunctional and underperforming schools have an idea of what the ideal should be. Learners are not passive in their schooling; they have their own expectations and “know” what constitutes “good” schools.

Present study aims to detect the acquisition levels of the responsibility training projected in primary education eighth class students’ curriculums. This is a descriptive and quantitative research executed via scanning model. Research data have been compiled from total 289 students in eighth class within 15 primary education schools in Kirsehir city center as well as 93 teachers. Research data have been obtained via “Personal Information Form” and the scale developed by researchers. Arithmetic means (?), standard deviation (Ss), independent sampling t test, variance analysis (ANOVA) and LSD tests have been conducted on the data. p>0,05 level has been the acknowledged level of significance. At the end of research it has been concluded that students consider themselves in a better position compared to their teachers; while income levels bring about meaningful differentiations in student evaluations, in teacher evaluations no differentiation with respect to independent variables has been met. It has also been detected that particular emphasis should be rendered to improve Social and Academic responsibilities of students particularly.

This study was carried out to reveal the effects of physical environment in pre-school education on teacher-child communication. The sample of the study is composed of 42 nursery classes and their teachers in primary schools affiliated with Konya Provincial Directorate of National Education. The study was conducted in survey model. In the study, “The Early Childhood Environment Rating Scale- the sub-dimensions of Classroom Space and Furnishings” was used to assess physical environment and “Teacher-Child Communication Questionnaire” which was developed by the researchers was used to assess teacher-child communication. The relation between physical environment and teacher-child communication was tested with Spearman Correlation. The results of the study revealed that teacher-child communication is a significantly related with ECER-S daily care, play and learning space sub-scale and furnishings for relaxation and comfort sub-scale.

South Africa became a democratic country when the new Constitution advocating equal human rights for all citizens was signed. This was followed by the signing of section 24, after which the public school system undertook to take care of the dispensation of equal opportunities for all learners through inclusive education. In the context of the South African public primary school system, this article addresses the question of whether the support systems are functioning adequately and efficiently in public primary schools to provide the necessary support. The research methodology of the study was based on a self-administered questionnaire highlighting the most frequently occurring barriers to learning; the role, accessibility and type of specialised help available to public schools as well as the assistance rendered by the institutional and district support teams. The article presents a brief account of the history that gave rise to inclusive education and provides a review of the literature review on barriers to learning as well as education support systems. The most striking findings in the research includes overcrowded classrooms. The commonest barrier to learning is Attention Deficit Hyperactivity Disorder (ADHD) ( DSM- V) and emotional barriers that can be directly linked with family problems. While institutional-level support teams are functioning effectively, this is not the case with district support teams. Special schools and resource centres are not being fully utilised by Gauteng public primary schools. The inclusive education policy at public primary schools needs to be revised in order to accommodate learners with barriers to learning. Observations have shown that most public primary schools in Gauteng are on a gradual path towards the implementation of inclusive education assisted by support systems.

The aim of this study is to determine what kind of mediating effects such positive values as modesty and tolerance have on the pre-service teachers’ attitudes towards equal opportunities. The study is based on the correlation survey model. In the study, three scales developed by Goldberg have been used. The confirmatory factor analysis in Spss (Amos) program has been implemented for each scale used in the study. The population of the study comprises 420 preservice teachers who are attending the Faculty of Education at Firat University in Elazig, Turkey during the spring term of 2010-2011 academic year. No population-choice has been done in the study, and the scales have been distributed to all the pre-service teachers in Firat University Education Faculty. 302 scales answered by the pre-service teachers have been evaluated. As a result of the study, it has been identified that modesty through tolerance has a more powerful effect on equal opportunities.

With GeoGebra introduced into mathematics instruction the teaching/learning process is not improved in terms of speed and quality only. Mathematical concepts, rules and procedures must be adjusted to the new environment. On the other hand, characteristics of the computer and the educational software in use must be thoroughly examined and a successful teacher has to use their advantages and avoid their flaws in order to maximize the efficiency of the instruction process. This paper deals with development of ideas when the concept of ellipse is being built with GeoGebra. We shift from dynamic applets that show the ellipse characteristics to applets that are built by students and teacher together. The old applets were perceived by students as dynamic representations of the ellipse and its characteristics. They offered a very low level of freedom for students to explore the material on their own. This meant the students were expected only to receive and learn information about the ellipse. On the contrary, the new applets were designed in a way that the genesis of the ellipse and its relations to other objects were clearly visible. Besides, the process of building new applets enables students to discover independently the ellipse characteristics.Thus, the students become active participants in the process of the knowledge building. In other words, we use GeoGebra to move from static exploration to dynamic exploration. This process could easily be accomplished in Dynamic and Interactive Mathematics Learning Environments (DIMLE). All the information and procedures meant to be learnt by students were presented within the “I – you – we” concept that was very easy to implement in such an environment.

The purpose of this study was to determine which values in social studies teaching program came into prominence after Van Earthquake on October 23, 2011. A total of 455 8th grade students chosen randomly from central districts of Van and Ankara provinces in 2011-2012 education year participated in the study. This study was designed in survey model. In order to gather data, the students were given a form including both the question "Which of the values in the form came into prominence after Van Earthquake on October 23, 2011?" and 14 values existing in social studies teaching program. The students were expected to write down the values along with their reasons that came into prominence after Van Earthquake during the data gathering process. Descriptive analysis was conducted to analyze the data. Results revealed that there were no significant differences in the first and second order value rankings of participants who experienced Van Earthquake and who did not. Results also demonstrated that there were differences in the third and fifth order value rankings of participants who experienced Van Earthquake and who did not and that participants' value rankings who experienced Van Earthquake and who did not differed on the value of the fourth order.

Because technology integrations require changes in instructional processes it may require different approaches for classroom management. The purpose of this study was to investigate whether teachers’ educational technology skills, besides their gender and years of experiences, significantly explain their classroom management skills. The data was gathered from 300 elementary school teachers in a mid-western city of Turkey. It was found that teachers' educational technology skills and their years of experiences were significantly associated with their course management skills, behavior arrangement skills and activity management skills. The finding of non-significant effects of teachers’ gender on their subordinate classroom management skills are supported by previous research. The finding that experience may be expected to be an important predicting factor for occupational proficiency may be explained by the opportunities teachers may have to develop themselves in occupational skills during their career. Teachers with high perceptions of educational technology self-skills have high perceptions of classroom management skills. This result may be attributed to the experience in the use of educational technology.

The purpose of this study is to investigate the impact of letter/phonetic method on attainment and recall of basic knowledge about healthcare system, health teams and the roles of nurses taught in “Introduction to Nursing” lesson in freshman students studying at nursing department at the faculty of health sciences. Therefore, the present study was carried out with 76 freshman students in two classes with almost the same knowledgelevel in the Department of Nursing at the Faculty of Health Sciences at Kafkas University in 2012-2013 academic year. Before the instructional period, one of these classes (39) was assigned as the treatment group, while the other (37) was assigned as the control group. Both groups were given a test on Health care system, health teams and the role of nurses. The participants were given the same test after the study as well. Three weeks after the instructional period, the attainment test was given as the recall test. The test scores were analyzed using t-test. The analysis of the t-test scores indicated that there was a significant difference between the attainment scores of the groups. Similarly, when the recall test scores of the groups were compared, it was found there was a significant difference between the groups in favor of the treatment group in terms of recalling what was learnt. The findings of the study indicated that letter/phonetic method implemented in the study was highly effective in boosting learners’ success and recall.