| Investigation of the Effects of Environmental Education Program Supported by Multimedia on Children's Environmental Attitudes and Awareness | Aycan BULDUR, Esra ÖMEROĞLU | 239–251 |
| Elementary School Teachers', Students’ and Parents' Perceptions of Value | Tufan BİTİR, Erol DURAN | 252–269 |
| Perception of Multigrade Classes Schools: Sociology of Personalized Learning | Hüseyin TOLU, Osman ALBAYRAK, Abdullah TÜRKMEN, Ahmet DUYSAK | 270–283 |
| Initiator and Mediator Variables that Affecting Organizational Dissent | Hüsnü ERGÜN, Kazım ÇELİK | 284–300 |
| The Effect of Engineering Design-Based Algodoo Activities on Students’ Design Skills and Academic Achievemen | İbrahim Evren ÖZER, Sedef CANBAZOĞLU BİLİC | 301–316 |
| An Evaluation of “Integration Classes” for Refugee Children | Mehmet Arif BOZAN, Serkan ÇELİK | 317–332 |
| The Effects of Smart Formative Assessment System on Academic Achievement and Course Process | Naci BAYRAK, Muammer ÇALIK, Salih DOĞAN | 333–349 |
| Ostracism at School from School Administrators’ and Teachers’ Point of View: Causes and Results | Gül KURUM, Özge ERDEMLİ | 350–368 |
| Evaluation of the Behaviors Displayed By Preschool Teachers during the Playtimes in the Context of Teacher Roles and Child Participation Model (In the Samples of Turkey and the United States) | Pınar AKSOY | 369–392 |
| The Usage of Mixed Item Response Theory in Determining Item Bias | Seher YALÇIN | 393–405 |
| The Design and Aesthetics of School Structure: A Content Analysis of National and International Perspectives | Somayyeh RADMARD, İbrahim Hakan KARATAŞ, Feride ÖKSÜZ GÜL | 406–429 |
| Determining the Effectiveness of Pivotal Response Teaching on Expressive Language Skills of Children with Autism Spectrum Disorders | Şenol DEMİRTAŞ, Çığıl AYKUT | 430–449 |
| Accountability Practices of School Counselors |