Tables of contents

The development of children's orthographic knowledge: a microgenetic perspective

Ann C Sharp, Gale M Sinatra, Ralph E Reynolds

Interactional differentiation in the mixed-ability group: a situated view of two struggling readers

Deborah Poole

A critical analysis of research on reading teacher education

Victoria J Risko, Cathy M Roller, Carrice Cummins, Rita M Bean, Cathy Collins Block, Patricia L Anders, James Flood

Effective reading programs for middle and high shools: a best-evidence synthesis

Robert E Slavin, Alan Cheung, Cynthia Groff, Cynthia Lake

It’s a digital life! Digital literacies, multiliteracies and multimodality

Robyn Henderson

Girls challenging patriarchy through multimodal design and participation in online communities of practice

Christopher S Walsh

So you say you want a revolution? English and literacy educators shaping digital futures

Rosie Kerin

Short commentary: Who are we teaching again? Teaching in a digital world

Anna Kinnane

Encouraging reluctant writers through the use of multimodal formats

Cindy Watson

Using a visual mind map to collect information about ‘out-of-school’ literacy practices within a middle years literacy intervention program

Suzanne Derbyshire

From her world to our world: making history on a children’s website

Sumin Zhao

Reading and identity: the Google generation

Jennifer Rennie & Annette Patterson

Book review: Writing Like a Writer: Teaching Narrative Writing

Brendan Drought

Editorial: Exploring educational issues from an international perspective

J John Loughran

187

Fostering higher-order thinking in science class: teachers' reflections

Moshe Barak, Larisa Shakhman

191

Critical elements for the science teacher to adopt a student-centered approach: the case of a teacher in transition

Murat Gunel

209

The impact of international programs on pedagogical practices of their participants: a Russian experience

Anatoli Rapoport

225

Professional identity of a reading teacher: responding to high-stakes testing pressures

Lori Czop Assaf

239

'Yes, but if we have students think all day when will we get anything done?': Two conceptual resources to engage students in democratically dangerous teaching

Kent den Heyer

253

Guest editorial: Challenging pedagogies: engaging ESL students in intellectual quality

Jenny Hammond

'This is as good as it gets': Classroom lessons and learning in challenging circumstances

Ken Johnston & Debra Hayes

Intellectual challenge and ESL students: Implications of quality teaching initiatives

Jennifer Hammond

'It was taught good and I learned a lot': intellectual practices and ESL learners in the middle years

Pauline Gibbons

Literacy in history: language and meaning

Mary J Schleppegrell, Stacey Greer & Sarah Taylor

Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’

Peter Freebody, Karl Maton & JR Martin