| Class-wide Positive Behavior support plan on adhering to the classroom rules | Didem GÜVEN, Emre ÜNLÜ, Figen AKDOĞAN ERTEN, Seher YÖNTER, Seçil ÇALTIK ERAY, Sezgin VURAN | 912–925 |
| Exploring environmental literacy through demographic variables | Gökhan ÖZTÜRK, Gaye TEKSÖZ, Özgül TÜZÜN YILMAZ | 926–937 |
| A study on the development of a middle school students’ attitudes towards mathematics scale | Nezih ÖNAL | 938–948 |
| Views of teachers on the effectiveness of primary education 7th grade social science lesson performance tasks | Kemal DURUHAN, Aytül ÇAVUŞ | 949–968 |
| A study of scale development on determination of pre-service and in-service teachers’ beliefs about pre-school mathematics education | Bülent GÜVEN, Yasin ÖZTÜRK, Selahattin ARSLAN, İlhan KARATAŞ, Kadir GÜRSOY | 969–980 |
| The relationship between IT teachers’ awareness of Turkey’s ICT vision and their teaching activities | Mukaddes ERDEM, Pınar MUTLU | 981–999 |
| Investigation of pre-service teachers’ self-efficacy beliefs of educational internet use | Sakıp KAHRAMAN, Zeynel Abidin YILMAZ, Mehmet ERKOL, Sema YALÇIN ALTUN | 1000–1015 |
| The evaluation of science courses according to constructivist learning environment | Zeki ARSAL | 1016–1031 |
| The rules pre-school teachers establish for their classes and their application | Neslihan SALTALI DURMUŞOĞLU, Emel ARSLAN | 1032–1040 |
| A predictive analysis of primary school teachers’ organizational socialization | Derya YILMAZ, Gökhan KILIÇOĞLU | 1041–1055 |
| Effects of argumentation based inquiry approach on disadvantaged students’ science achivement | Funda HASANÇEBİ YEŞİLDAĞ, Murat GÜNEL | 1056–1073 |
| Is metacognitive strategies effective in problem solving? | Sedat KANADLI, Yılmaz SAĞLAM | 1074–1085 |
| Analysis of the issues faced by the substitute teachers and an evaluation of the practice of substitute teaching from the perspective of school administrators |