| Being Online Peer Supporter-ed: Experiences from a Work-based Learning Programme | Aytekin İŞMAN, Fahriye ALTİNAY AKSAL, Zehra ALTİNAY, Gazivalerio De ROSSİ | 1–21 |
| Adaptation of the Wellness Evaluation of Lifestyle Scale to Turkish | İbrahim YILDIRIM, Türkan DOĞAN, Jane E. MYERS | 23–40 |
| An Evaluation of Environmental Responsibility and Its Associated Factors: Reflections from PISA 2006 | Ayhan KÜRŞAT ERBAŞ, Gaye Tuncer TEKSOZ, Ceren TEKKAYA | 41–62 |
| Language and Narrative Skills in Young Children with Special Health Care Needs | Cevriye ERGÜL | 63–80 |
| Views of Teacher Performance: To What Extent Do Multiple Observers Converge? | Bahar GÜN, Prof DR | 81–100 |
| Teachers’ and Students’ Perceptions of Effective Physics Teacher Characteristics | Fikret KORUR, Ali ERYILMAZ | 101–120 |
| A Survey of Turkish Pre-Service Science Teachers’ Attitudes Toward the Environment | Sibel ÖZSOY | 121–140 |
| Videos as an Instructional Tool in Pre-service Science Teacher Education | Meral CAN HAKVERDİ, Duygu SONMEZ | 141–158 |
| The Effects of Project- and Activity-supported Practiceson Mathematics Education Achievement and Student Views | Neşe IŞIK TERTEMİZ | 159–178 |
| The Toronto Empathy Questionnaire: Evaluation of Psychometric Properties among Turkish University Students | Fatma SAPMAZ, Tarık TOTAN, Tayfun DOĞAN | 179–198 |
| Turkish Adaptation of the Gratitude Questionnaire | Asuman YÜKSEL, Nagihan OĞUZ DURAN | 199–212 |