| The relationship between logical thinking, gender, and kinematics graph interpretation skills | Behzat BEKTAŞLI, Arthur L. WHİTE | 1–20 |
| Effect sizes of behavioral inverventions for Turkish students with autism | Bülbin SUCUOĞLU, Şeyda DEMİR | 21–38 |
| Fostering propensities for reflective pratice at undergraduate methodology and practicum courses | Dilara DEMİRBULAK | 39–58 |
| Justice in the classroom: Evaluation of the teacher bahaviors according to students' perceptions | Ekber TOMUL, Kazım ÇELİK, Ali TAŞ | 59–72 |
| Faculty members' views on academic activities | Serkan ÇANKAYA, Hatice Ferhan ODABAŞI, Serkan İZMİRLİ, Zeynel Abidin MISIRLI, Mehmet FIRAT, Adile Aşkın KURT, Işıl Kabakçı YURDAKUL | 73–96 |
| The relationship between perceived organizational support and teachers' organizational commitment | Funda NAYİR | 97–116 |
| Validation of a chinese version of metacognitive awareness of reading strategies inventory | Lin WU, Martin VALCKE, Hilde van KEER | 117–134 |
| Investigation of parental involvement tasks as predictors of primary students' Turkish, math, and Science & technology achievement | Süleyman Nihat ŞAD | 135–154 |
| Key features of research portal for stimulating research in institutions of higher technical education | Parul Dharmani AGARWAL, Ravi KIRAN, Anil Kumar VERMA | 155–174 |
| Predictors of life satisfaction among guidance counselors and administrators employed by the Minisry of Education in Turkey | Şenol POYRAZLI, Binnur YEŞİLYAPRAK, Ali MİLLİOĞULLARI | 175–192 |
| Teachers' expectations from in-service training and the project "no limit to teach(er)" | Tuncay AKÇADAĞ | 193–212 |
| Investigating views of teachers on classroom guidance programs | Aslı Uz BAŞ, Alim KAYA, Diğdem M. SİYEZ | 213–230 |