| The Relationship between the Teacher Autonomy and Learner Autonomy Support Behaviors | Ahmet Şakir YAZICI | 1–23 |
| Assessment of achievement and growth by vertical scaling: comparison of vertical scaling methods | Aylin Albayrak SARI, Hülya KELECIOĞLU | 25–38 |
| The Relationship between Teachers’ Perceptions of Organizational Culture and School Capacity for Change | Didem KOŞAR, Ali Çağatay KILINÇ, Serkan KOŞAR, Emre ER, Zeki ÖĞDEM | 39–59 |
| The evaluation of theses prepared on project-based learning in Turkey: A content analysis study | H. Coşkun ÇELİK, Samet GÜNDÜZ, Aziz İLHAN | 61–74 |
| Evaluation of the relation between critical-thinking tendency and problem-solving skills of pre-service teachers | Hasan Basri MEMDUHOĞLU, Elif KELEŞ | 75–94 |
| Teaching Styles of Science Teachers1, 2 | Hasan METE, Selda BAKIR | 95–111 |
| Validity and Reliability Study for Studio Work Course Time Management Scale | İnci Bulut KILIÇ | 113–129 |
| Factors That Play a Role in the Academic Resilience of Academicians | Ömer KUTLU, Hatice Çiğdem YAVUZ | 131–150 |
| Peer Victimization, Trait Anger and Alienation as Predictors of Violence Tendency in Adolescents | Raşit AVCI, Öner ÇELİKKALELİ | 151–167 |
| How I Left My Comfort Zone in Pure Mathematics | Şeyda UYSAL | 169–172 |