| Self-Compassion and Achievement Goals: A Structural Equation Modeling Approach | Ahmet AKIN | 1–15 |
| Employability Competences of Vocational Secandary School Students | Berrin BURGAZ | 17–34 |
| TQM Implementation in the Distance Education Institute: A Case of North Cyprus | Fatoş SILMAN, Zehra A. GAZİ, Cem BİROL | 35–54 |
| Developing a Scale for Communication Apprehension with Lecturers | Aynur GÜMÜŞ EREN, Aynur GEÇER KOLBURAN | 55–74 |
| Using Concept Maps as an Alternative Evaluation Tool for Students' Conceptions of Electric Current | Ahmet İlhan ŞEN, Işıl AYKUTLU | 75–92 |
| Teacher Unions, New Unionism and Shifting Cultural Metaphors | Hasan ŞİMŞEK, Karen SEASHORE | 93–113 |
| Evaluating Sixth Graders' Reading Levels with Different Cloze Test Formats | Mustafa ULUSOY | 115–133 |
| Identification of Student Types Based on Their Knowledge and Their Interests When Learning with Computer Simulations | Claudia NERDEL, Melek YAMAN | 135–150 |
| An Investigation of the Components Affecting Knowledge Construction Processes of Students with Differing Mathematical Power | Sibel YEŞİLDERE, Elif TÜRNÜKLÜ | 151–169 |
| Family Variables Influencing Test Anxiety of Students Preparing for the University Entrance Examination | İbrahim YILDIRIM | 171–186 |