| Doctorate programme: Some implications for doctorate programmes of Turkish universities | Ali BALCI | 1–20 |
| The effects of a problem based learning approach on higher level thinking skills in primary science education | Derya ÇINAR, Aslan İLİK | 21–34 |
| The Dynamism of the Current Global (and Globalized) Moments: Implications for Teachers, Administrators, and Other Educational Leaders | Duncan WAITE | 35–46 |
| Item and test parameters estimations for multiple choice tests in the presence of missing data: The case of SBS | Ergül DEMİR | 47–68 |
| [Opinions of primary school teachers on mainstreaming students’ rights] | Funda NAYIR, Yasemin KARAMAN KEPENEKCİ | 69–89 |
| Domain of Culture in Foreign Language Teachers’ Competency: A Comparison of Turkey and China | Kadriye Dilek AKPINAR, Filiz METE | 91–106 |
| Measurement of reading comprehension using meaning-based paragraphs with multiple-choice questions | Mustafa BAŞARAN | 107–121 |
| An investigation of the relationship between study skills and academic risk taking with canonical correlation | Mustafa İLHAN, Bayram ÇETİN, Meral ÖNER SÜNKÜR, Ferat YILMAZ | 123–146 |
| The effect of using documentaries in social studies lesson on the levels of academic success and mindfulness | Özlem BEKTAŞ ÖZTAŞKIN | 147–162 |
| Scaling primary school teachers’ competence based on judgmental decisions in the field of measurement and evaluation | Recep Serkan ARIK, Ömer KUTLU | 163–196 |
| The views of secondary school and pre-service mathematics teachers about the seven principles for good practice in education | Seda OKUMUŞ, Sedat AYDOĞDU, Bilge ÖZTÜRK, Yasemin KOÇ, Oylum ÇAVDAR, Kemal DOYMUŞ | 197–222 |
| Critical thinking supportive teacher behaviors ınventory (CTSTBI): Its development and application | Senar ALKIN, F. Dilek GÖZÜTOK | 223–254 |
| Communication strategies: Implications for EFL university students |