| Mental Management | Firdevs GÜNEŞ | 1–17 |
| Uzamsal Görselleştirme Problemleri Çözme Etkinliklerinin Öğretmen Adaylarının Zihinsel Döndürme Problemleri Çözmelerine Nasıl Yardımcı Olduğu Üzerine Bir Durum Çalışması | E Banu KAYHAN KIRMAÇ, Safure BULUT | 18–46 |
| A Case Study on the Ways How Engagement with Spatial Visualization Problem Solving Activities Helps Pre-Service Mathematics Teachers in Solving Mental Rotation Problems | Emine KAYHAN KIRMAÇ,Safure BULUT | 18–46 |
| Teachers’ Perceptions on Organizational Cynicism and Organizational Silence | Şenay SEZGİN NARTGÜN,Vural KARTAL | 47–67 |
| The Validity and reliability of the Turkish Version of the Material Values Scale for Children (MVS-C) | Ahmet AKIN,Mahir GÜLŞEN,Serap KARA,Banu YILDIZ | 68–79 |
| The Importance of School on Girls’ Education in Ottoman Empire (1839-1920) | Songül KEÇECİ KURT,Suat POLAT | 80–100 |
| Nasreddin Hoca from a Child’s Perspective | Pınar BULUT,Yasemin KUŞDEMİR | 101–112 |
| Development of Mathematics Learning Approaches Scale (MLAS): Validity and Reliability Study | Mustafa İLHAN,Bayram ÇETİN,Mehmet Ali KILIÇ | 113–145 |
| Pre-service Teachers’ Opinions on Associations of Science - Technology – Society - Environment | Sinem TORAMAN,Hasan AYDIN | 146–170 |
| Ortaokul 3. Sınıf İngilizce Öğretim Programı ve Avrupa Diller için Ortak Başvuru Metni’nin Karşılaştırmalı Analizi | Ramazan ŞÜKRÜ PARMAKSIZ, Okt Ömer ÖZER | 171–189 |
| Comparative Analysis of Lower Secondary Education 3rd Grade Curriculum for English Language and the Common European Framework of Reference for Languages | Omer OZER,Ramazan Şükrü PARMAKSIZ | 171–189 |
| Analysis of Pre-Service Teachers’ Self-Efficacy Perceptions on Measurement and Evaluation | Merve ŞAHİN,İbrahim UYSAL | 190–207 |
| An Evaluation: Madrasas in The Otoman Empire as a Hıgher Educatıonal Instıtutıon | Tunay KARAKÖK | 208–234 |
| Views of Elementary School Students Related Performance Tasks in Different Formats | Sedat KARAÇAM | 235–266 |
| Investigating the Questions Placed in High School Entrance Exams in terms of Transitions between Some Representation Types | Mehmet Altan KURNAZ,Mustafa Kemal YÜZBAŞIOĞLU | 267–279 |
| Investigating the Degree of Attaining to Objectives of the Primary School Fifth Grade Social Studies Curriculum | Ahmet TETİK,Ali ARSLAN | 280–294 |
| About Women’s Education at Fatma Aliye’s Novel Named Muhâdârât | Ürün ŞEN SÖNMEZ | 295–311 |
| Epistemological Beliefs of Primary School Students’ Intended for Scientific Knowledge | Yakup BALANTEKİN | 312–328 |
| Evaluating the Implementation of High School Ottoman Turkish Courses on the Basis of Students’ Opinions | Nihal ÇALIŞKAN | 329–343 |
| Determination of Visual Literacy Competencies of the Students of Education Faculty | Mustafa KOCAARSLAN,Zuhal ÇELİKTÜRK | 344–362 |
| Investigate the Perceptions of Reading of Intern Elementary School Teachers | Vafa SAVAŞKAN | 363–375 |
| An Evaluation of Linear Algebra Textbooks from an Instructive Factors Perspective | Tuba KAPLAN,Solmaz GEDİK,Alper KONYALIOĞLU,Ahmet IŞIK | 376–394 |
| Usability of E-Books in Education | Ayşe IŞIK | 395–411 |
| Technologically Supported Concept Map Applications for Science and Technology Teachers | Ali BALIM,Güliz AYDIN,Suat TÜRKOĞUZ,Sabriye YILMAZ,Ertuğ EVREKLİ | 412–424 |