| The relationship between technological competencies and attitudes of pre-service teachers towards technology | Erkan ÇALIŞKAN, Oğuz ÇETİN, Nihal MENZİ | 273–291 |
| The Validity and reliability of the Turkish version of the metacognitive awareness of reading strategies inventory | Ergün ÖZTÜRK | 292–305 |
| The effects of using concept maps on achievement and retention in teaching science lessons | Bayram ÇETİN, Rabia SARICA | 306–318 |
| How to choose a readable book | Kasım YILDIRIM, Seyit ATEŞ, Çetin ÇETİNKAYA | 319–331 |
| Investigation of pre-service teachers’ self-efficacy beliefs and attitudes toward teaching profession through canonical analysis | Ayşegül TARKIN, Esen UZUNTİRYAKİ | 332–341 |
| Assessing teachers’ and mothers’ expectancies for social skills of children with mental retardation | Bülbin SUCUOĞLU, İlknur TEKİNARSLAN ÇİFCİ, Elif PINAR SAZAK | 353–368 |
| On being cyber bully and victim among primary school students | Mehmet Barış HORZUM, Tuncay AYAS | 369–380 |
| Meanings ascribed to the concept of “culture” by prospective Turkish-language teachers and their attitude towards popular culture | Ruhan KARADAG, Emine KOLAC, A. Halim ULAS | 381–394 |
| Family concept in works of children’s literature | Hülya OKUYAN YAZICI, Sedat KARAGÜL, Yasemin Gül GEDİKOĞLU | 395–407 |
| An adaptation of the community of inquiry index: The study of validity and reliability | Ebru ÖZTÜRK | 408–422 |
| Teachers’ negative attitudes towards interactive whiteboard use: Needs and problems | Yalın Kılıç TÜREL | 423–439 |
| The effect of interpersonal problem solving skills training on theadolescents’ constructive problem-solving level and the level of Trait Anger | Ahmet BEDEL, Ramazan ARI | 440–451 |
| Development of an attitude scale for cello lesson | Serpil UMUZDAŞ |