| Organizational Culture: Conceptual Framework and Evaluation in Terms of Educational Administration | Ahmet AVCI | 1–38 |
| Açıklayıcı İpuculu ve Silikleştirilerek Basamaklandırılmış Çözümlü Örneklerin Öğrencilerin Kesir Problemleri Performansına Etkisi | Zeynep Çiğdem ÖZCAN | 39–62 |
| The Effect of Self-Explanation Prompts and Fading Stepsin Worked-out Examples on Students’ FractionProblems Performance | Zeynep Çiğdem Özcan | 39–62 |
| Determining Teacher Competency Levels for the Use of Educational and Informatics Network: Sample of Kocaeli | Aynur Kolburan GEÇER,ARZU DEVECİ TOPAL,İlkay SOLMAZ | 63–86 |
| The Construction of Meaning in Interpersonal Relationships: Types of Repair in Turkish | Göklem TEKDEMİR | 87–103 |
| The Relationship Between Effective Leadership Qualities and Classroom Teachers’ Openness to Change | Yusuf CERİT,Hatice KADIOĞLU ATEŞ,Serkan KADIOĞLU | 105–129 |
| Dijital Ebeveynlik: Dijital Risklere Dair Algılar | GAMZE İNAN KAYA,Duygu Mutlu BAYRAKTAR,Özgür YILMAZ | 131–157 |
| Digital Parenting: Perceptions on Digital Risks | Gamze İnan Kaya, Duygu Mutlu Bayraktar, Özgür Yılmaz | 131–157 |
| Turkish Language Teachers’ and Primary School Teachers’ Working at Rural Areas Orientation Process to the Teaching Profession | KENAN BULUT,Hatice COŞKUN | 159–185 |
| School Counselors’ Views and Experiences on Uses of Silence in Counseling Process | Tahsin İLHAN,Yusuf SARIKAYA | 187–214 |
| A Review on the Cognitive and Emotional Effects of Aromatic Odors | Cantürk AKBEN,Hamit COŞKUN | 215–235 |
| Peer Relations in Elementary School; Do Fourth Grade Students with Different Achievement Levels Feel Peer Autonomy Support? | Şükran CALP,Esra Rabiye KARAMAN,Feyza ÇAVUŞOĞLU | 237–265 |
| General Trends of Studies on Leisure Time Skills in Special Education | Nesime Kübra TERZİOĞLU,Müzeyyen ELDENİZ ÇETİN |