| Three Different Types of Elemantary School Students' School Achievements, Perceived Social Support, School Attitudes and Behavior-Adjustment Problems | Leyla AK,FATMA MELİKE SAYIL | 271–300 |
| Kariyer Araştırma Yetkinlik Beklentisi Ölçeği: Geçerlik ve Güvenirlik Çalışmaları | Feride BACANLI | 301–330 |
| An Evaluative Study of Social Learning Theory Based Scientific Attitudes on Academic Success, Gender and Socio-economical Level | MURAT DEMİRBAŞ,Rahmi YAĞBASAN | 331–371 |
| Primary School Teachers' Attitudes Towards Educational Research | Durmuş EKİZ | 373–402 |
| The Role of Social Support on Depression and Adjustment Levels of Adolescents Having Broken and Unbroken Families | Figen ELMACI | 403–431 |
| 360 Degree Appraisal of Classroom Management Applications in Pre-School Education Institutions | ŞADUMAN KAPUSUZOĞLU | 433–459 |
| Öğretmen Adaylarının Öğretmen Kavramına İlişkin Algılarının Metafor Analizi Yoluyla İncelenmesi | Ahmet ŞABAN,Beyhan Nazlı KOÇBEKER,Aslıhan SABAN | 509–522 |
| The Adaptation of University Students' Intellectual Development Scale into Turkish | Erdal ŞENOCAK | 523–551 |
| The Adaptation of University Students' Intellectual Development Scale into Turkish | Erdal ŞENOCAK | 523–551 |
| The Views of Pre-School Teachers About Integration | Gülçin VARLIER,Sezgin VURAN | 553–585 |
| An Investigation of Conversation and Story Telling Activities Used by Preschool Education Teachers | RENGİN ZEMBAT,S. Tuba ZÜLFİKAR | 587–608 |