| The Evaluation of Secondary Education Basic Mathematics Curriculum through Stake’s Responsive Evaluation Model | Ahmet OK, Nevin AVCI, Begüm ERİKÇİ | 1–25 |
| An Action Research on Teaching Natural Numbers to the First Grade Primary School Student with Low Readiness | Seyhan PAYDAR, Adem DOĞAN | 26–51 |
| Student Clubs at Universities: A Content Analysis on Diversity | Ömür Hakan KUZU | 52–73 |
| The Behavioral Patterns and Social Skills of Young Children with/without Disabilitiesat Home and at School | Meral MELEKOĞLU | 74–102 |
| How Do Pre-service Elementary Teachers Notice Students’ Algebraic Way of Thinking in Written Works | Sümeyra DOĞAN COŞKUN | 103–124 |
| Sixth Grade Students’ Some Difficulties and Misconceptions on Angle Concept | Deniz ÖZEN ÜNAL, Ömer ÜRÜN | 125–154 |
| The Process of being a Teacher in a Reggio Emilia-Inspired Preschool: A Phenomenological Study | Hatice Zeynep İNAN, Tuğba AYDEMİR ÖZALP | 155–181 |
| Collaborative Action Pursuits within EFL TaskBased Peer Interactions | İsmail Hakkı ERTEN, Kadriye AKSOY PEKACAR | 182–207 |
| Turkish and Turkish Language and Literature Teachers’ Views’ on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview | Derya YILDIZ | 208–231 |
| Use of Technology in Social Studies Teaching: The Journey of Five Teachers | Erdi ERDOĞAN, Buket ŞEREFLİ | 232–256 |
| A Qualitative Research on Competency-Based Learning Management System and Its Effectiveness | Gül ÖZÜDOĞRU, Hüseyin ŞİMŞEK | 257–278 |
| A Curriculum Alignment Analysis: A Sample of Life Sciences Course Curriculum (2018) for 3rd-Grade Students | Meral ÖNER SUNKUR, Ferat YILMAZ | 279–297 |
| A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement Process | Ayça ÜLKER, Arif YILMAZ, Selda ARAS, Figen ŞAHİN |