| Education supervisors’ views on the new curriculum and ıts ımplementation in primary schools | Semiha ŞAHİN | 1–20 |
| Pre-service teachers as lifelong learners: university facilities for promoting their professional development | Suna ÇÖĞMEN, Necla KÖKSAL | 21–40 |
| Inter-creative course model proposal: Teaching- learning design in secondary schools of trnc | Uğur DAĞLI ULAŞ, Nil ŞAHİN PAŞAOĞLULARI, Kamil GÜLEY | 41–58 |
| Pre-service elt teachers’ attitudes towards computer use: A Turkish survey | Arif SARIÇOBAN | 59–78 |
| The mediator role of need satisfaction between subjective well-being and romantic relationships quality | Tayfun DOĞAN, Ali ERYILMAZ | 79–96 |
| Science achievement in tımss cognitive domains based on learning styles | Zeynel KABLAN, Sibel KAYA | 97–114 |
| Psychometric evaluation of the turkish version of the defensive pessimism scale | Müge ÖRÜCÜ ÇELİK | 115–130 |
| Virtual communities of practices (vcops) for ensuring ınnovation at universities -fırat university sample | Fatma ÖZMEN | 131–150 |
| The ımportance of educational marble games in teaching german | Hasan COŞKUN | 151–174 |
| Identifying professional teaching standards using rasch model analysis: the case of northern cyprus | Bekir ÖZER, Hale ERDEN ALİBABA | 175–196 |
| College students’ perceptions toward the multi modal representations and ınstruction of representations in learning modern physics | Murat GÜNEL, Funda HASANÇEBİ YEŞİLDAĞ | 197–214 |
| The development of the “sense of belonging to school” scale | Meltem ÇENGEL, Serap ÖZELÇİ YILMAZ, Ruken VURAL AKAR, Müfit GÖMLEKSİZ | 215–230 |
| The critical thinking skills of teacher candidates turkish republic of northern cyprus sampling | Oğuz SERİN | 231–248 |
| Teacher strategies in shared reading for children with hearing ımpairment |