| Gender differences in achievement goals and their relations to self-reported persistence/effort | Bulent AGBUGA | 1–17 |
| Prospective teachers’ digital empowerment and their information literacy self-efficacy | Ali YILDIRIM, Ebru AKAR ÖZTÜRK | 33–50 |
| Metaphorical images of school: School perceptions of primary education supervisors | F. Ayşe BALCI | 51–70 |
| Investigating levels and predictors of life satisfaction among prospective teachers | Aslı BAŞ UZ | 71–88 |
| Problem-solving instruction in the context of children’s literature and problem understanding | Osman CANKOY | 89–110 |
| Teaching multicultural counseling: An example from a Turkish counseling undergraduate program | Yelda Dilek KAĞNICI | 111–128 |
| Mate selection preferences of Turkish university students | İbrahim KEKLİK | 129–148 |
| The effects of using newspapers in science and technology course activities on students’ critical thinking skills | Esra BOZKURT, Esma KIRIKKAYA BULUŞ | 149–166 |
| An evaluation of english textbooks in Turkish primary education:Students’ and teachers’ perceptions | Yasemin KIRKGÖZ | 167–184 |
| The influence of the physical environment on early childhood education classroom management | Tuba İkbal ŞAHİN, Hanife AKAR, Feyza ERDEN TANTEKİN | 185–202 |
| A study on the student teachers’ acquisition of science process skills | Murat SAĞLAM, Rabia TANEL, Serap ŞENGÖREN KAYA, Yalçın YALÇIN, Ayşegül YILDIRIM, Nevzat KAVCAR | 203–218 |