| The evaluation of the effects of thematic approach that accepted in Turkish lesson primary school s curriculum on text seletion | İbrahim GÜLTEKİN, Serdar ARHAN | 5–30 |
| Teachers opinions on the application of activities in the Turkish literature textbooks: The case of Trabzon | Semih AKTEKİN, Özlem KUDUBAN | 32–54 |
| 'Academy' and science of literature | Hakan SAZYEK | 55–61 |
| Reliability and validity works for the Turkish version of Vermunt s inventory of learning styles | Hasan ŞEKER | 62–87 |
| He system of choosing and educating the inspectors in the education system after republic | Mehmet Ali AKIN, Ömer Murat ÖTER, Abdurrahman EKİNCİ | 106–125 |
| Comparison of chemistry questions in access to higher education exams in France, Switzerland and Turkey | Mustafa ERGUN | 147–168 |
| The image of Russia in history textbooks from Ottoman State to Turkish republic | Özgür AKTAŞ | 186–206 |
| Determination of difficulty levels in secondary school mathematics topics | Alper ÇİLTAP, Enver TATAR | 207–216 |
| The comparrision of the avarage of students succes in exams for transition to secondary education (SBS) and the placement exam for student success (ÖBSS) | Murat AKYILDIZ, M. Fuat KENÇ, Nebil EKİZ, Cengiz ÖZSAN, Murat YALÇIN | 217–229 |
| From the complexity of the modern world to the sufi path: Rasim Özdenoren s gate opened to the sea | Melih ERZEN | 230–247 |