| An Example of Child to Child Teaching in Social Studies Course | Tuğba SELANİK AY, Handan DEVECİ | 1–16 |
| Bilgi Toplumu Okullarında Programlama Eğitimi Gereksinimi | Yavuz AKPINAR, Arif ALTUN | 1–4 |
| An Evaluation of Seels and Glasgow ‘Generic Model’ | H. Gülhan ORHAN KARSAK | 1–17 |
| Use of QR Codes in Education With Examples | Erdat ÇATALOĞLU | 5–14 |
| Opinions of Primary School Teachers about the Current State of Emotional Intelligence in the Fifth Grade Curriculum | Meral GÜVEN, Zeynep AKIN | 18–32 |
| Opinions of Teachers Regarding Homework Assignments Given in Science and Technology Course | İsa DEVECİ, İsmail ÖNDER | 33–47 |
| Opinions of Teachers toward the Use of Smart Boards | Ahmet Naci ÇOKLAR, İbrahim TERCAN | 48–61 |
| Development of Teachers’ Views Scale on Science and Technology Curriculum: A Validity and Reliability Study | Yeliz TEMLİ DURMUŞ, Ahmet OK | 62–73 |
| Types of Context Used For Unknown Words in Secondary School Turkish Coursebooks | Derya AKKAYA, Havva YAMAN | 74–93 |
| The Effectiveness of a Self-Management Strategy Instruction Package Prepared for Students with Intellectual Disabilities | Oğuz GÜRSEL | 94–108 |
| Educators’ Opinion about the Success Evaluation of Students with Intellectual Disabilities Included In Primary Education | Didem GÜVEN, Oğuz GÜRSEL | 109–129 |
| The Effect of Proven Instruction Practices on Turkish Teacher Candidates’ Writing Skills | Gökhan ÇETİNKAYA, Tuğba ÇELİK | 130–145 |
| Turkish First Graders’ Use of Cardinality and Related Concepts in Problem Situations | Melis YEŞİLPINAR, Sevil KIŞLA, Sinan OLKUN | 146–154 |
| Examining Classroom Management Textbooks Published in Turkey in terms of Addressing Individuals with Disabilities |