Tables of contents

Editorial

Editorial

Steve Kennewell

1-2

Articles

The importance of teaching roles when introducing Personal Digital Assistants in a Year 6 classroom

Elizabeth Hartnell-Young

3-17

Using computers to support children as authors: an examination of three cases

Lisa Kervin and Jessica Mantei

19-32

Understanding changes in teachers' ICT practices: a longitudinal perspective

Joanne Orlando

33-44

Technology leadership and supervision: an analysis based on Turkish computer teachers' professional memories

Deniz Deryakulu and Sinan Olkun

45-58

Why do some student teachers make very good use of ICT? An exploratory case study

Michael Hammond, Sue Crosson, Elpiniki Fragkouli, Jennifer Ingram, Peter Johnston-Wilder, Sue Johnston-Wilder, Yvette Kingston, Melanie Pope & David Wray

59-73

Diffusion of technological innovation in a foreign languages unit in Turkey: a focus on risk-aversive teachers

Metin Timucin

75-86

The role of the teaching principal in promoting ICT use in small primary schools in Ireland

Oliver McGarr and Gerry Kearney

87-102

Articles

Teachers' professional lives and continuing professional development in changing times

Sylvia Yee Fan Tang & Pik Lin Choi

1-18

Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain

Sarah Parsons, Ann Lewis, Ian Davison, Jean Ellins & Christopher Robertson

19-47

Male teachers talk about gender violence: 'Zulu men demand respect'

Deevia Bhana, Naydene de Lange & Claudia Mitchell

49-62

Illuminating and improving National Curriculum development: students' perceptions and suggestions: a pilot study in a state secondary school

Peter Wakefield & D. Pumfrey

63-83

Patriotism, multiculturalism and belonging: political discourse and the teaching of history

Audrey Osler

85-100

Through psychological lenses: university students' reflections following the 'Psychology of the Holocaust' course

Alon Lazar, Tal Litvak-Hirsch, Dan Bar-On & Ruth Beyth-Marom

101-114

Book Reviews

Research Reports

Scientists' habits of mind as evidenced by the interaction between their science training and religious beliefs

Richard K. Coll, Neil Taylor & Mark C. Lay

725 – 755

Learners' mental models of the particle nature of matter: a study of 16-year-old Swedish science students

Karina Adbo & Keith S. Taber

757-786

Multiple representation in learning about evaporation

Vaughan Prain, Russell Tytler & Suzanne Peterson

787-808

Action-research and food and nutrition security: a school experience mediated by conceptual graphic representation tool

Ivete Teresinha Graebner, Elizabeth Maria Talá de Souza & Carlos Hiroo Saito

809-827

Scaffolding science teachers in open-inquiry teaching

Ton van der Valk & Onno de Jong

829-850

Erratum

Development and use of a conceptual survey in introductory quantum physics

851

Editorial: When a child is not a child, and other conceptual hazards of childhood studies

Daniel Thomas Cook

5

Freedom, revolt and 'citizenship': three pillars of identity for youngsters living on the streets of Rio de Janeiro

Udi Mandel Butler

11

'I'm just me!': children talking beyond ethnic and religious identities

Farzaneh Moinian

31

'Barter', 'deals', 'bribes' and 'threats': exploring sibling interactions

Ian McIntosh & Samantha Punch

49

Child poverty in Portugal: dimensions and dynamics

Amélia Bastos & Francisco Nunes

67

Presentation and representation: youth participation in ongoing public decision-making projects

Kathryn M. Faulkner

89

Parent participation at school: a research study on the perspectives of children

Veerle Vyverman & Nicole Vettenburg

105

Children's participation rights in research

Mary Ann Powell & Anne B. Smith

124

Book Review: Fingerson, L. (2006) Girls in Power: Gender, Body and Menstruation in Adolescence

Sally McNamee

143