| Öğretme ve öğrenme anlayışları ölçeği’nin Türkiye uyarlaması ve Epistemolojik inançlar ile öğretme ve öğrenme anlayışları arasındaki ilişkiler . | Ayşe AYPAR | 7–29 |
| Meta-cognitive strategy usage and epistemological beliefs of primary school teacher trainees | Ş. Dilek BELET,MERAL GÜVEN | 31–57 |
| University students’ problematic internet use and communication skills according to the internet use purposes | AYDOĞAN AYKUT CEYHAN | 59–77 |
| The effects of group size, memory instruction, and session length on the creative performance in electronic brainstorming groups | HAMİT COŞKUN | 79–95 |
| An investigation of decision making styles and the five-factor personality traits with respect to attachment styles | M. Engin DENİZ | 97–113 |
| School violence: To what extent do perceptions of problem solving skills protect adolescents? | AYŞE SİBEL TÜRKÜM | 115–132 |
| The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (Primary education sixth grade Turkish course sample) | MUHİTTİN ÇALIŞKAN,Murat Ali SÜNBÜL | 133–153 |
| The content analysis of the news in the national papers concerning the renewed primary curriculum | ADEM TAŞDEMİR,ZAFER KUŞ | 155–177 |
| Fen- Edebiyat fakültesi öğretim üyelerinin öğretmen yetiştirme sistemine ilişkin düşünceleri (Uludağ Üniversitesi fen- edebiyat fakültesi örneği) | Sedat YÜKSEL | 179–198 |
| School principals’ technology leadership competency and technology coordinatorship | Köksal BANOĞLU | 199–213 |
| Predictors of the elementary school proficiency exams and issues of equality in educational facilities | İrfan ERDOĞAN,FİLİZ MEŞECİ GIORGETTI,Vakur ÇİFTÇİLİ | 215–228 |
| The relationships between organizational justice, confidence, commitment, and evaluating the manager and the perceptions of Confict Management at the Context of Organizational Behavior | Habib ÖZGAN |