Tables of contents

Editorial

Adult learning professionals in Europe

Michael Osborne

143-144

Part I Articles

Educators at work in two sectors of adult and vocational education: an overview of two European research projects

Bert Jan Buiskool, Jaap Van Lakerveld & Simon Broek

145-162

Decisions, provisions and disillusionment for Non-vocational Adult Learning (NVAL) staff in South-Eastern Europe: a comparative appraisal of some policy developments with diminishing returns

George K. Zarifis

163-182

Professionalisation in general adult education in Germany: an attempt to cut a path through a jungle

Bettina Dausien & Dorothee Schwendowiuss

183-203

Reflections on the professionalisation of adult educators in the framework of public policies in Portugal

Paula Guimarães

205-219

The professionalisation of adult educators in the Baltic States

Larissa Jõgi & Marin Gross

221-242

Adult educators: an example of the new approach to lifelong learning in Poland

Grzegorz Mazurkiewicz

243-255

Lifelong learning on either side of the border: the effects of government policy on adult education in The Netherlands and Belgium

Hemmo Smit, Frowine Den Oudendammer, Erik Kats & Jaap Van Lakerveld

257-270

Non-vocational adult education and its professionals in the United Kingdom

Michael Osborne & Kate Sankey

271-289

Part II Articles

Teacher education in Italy, Germany, England, Sweden and Finland

Giorgio Ostinelli

291-308

Articles

When this class writes (at Buxton Community School)

97

Diversions and diversity: Does the personalisation agenda offer real opportunities for taking children's home literacies seriously?

Marilyn Mottram & Christine Hall

98-112

'A democracy tempered by the rate of exchange': Audit culture and the sell-out of progressive writing curriculum

Paula M. Salvio & Gail M. Boldt

113-128

Exploring teachers' perceptions of children's imaginative writing at home

Josephine Brady

129-147

Reading and rereading 'Shrek'

Becky Parry

148-161

Literacy in the digital age: learning from computer games

Catherine Beavis, Thomas Apperley, Clare Bradford, Joanne O'Mara & Christopher Walsh

162-175

Reviews

Shakespeare for the People: Working-Class Readers 1800–1900

Sean McEvoy

176-178

Learning to Read in a New Language: Making Sense of Words and Worlds

Andrey Rosowsky

178-181

Teaching English, Language and Literacy

Hugh G. Gallagher

181-185

Call for papers

English in Education Spring issue 2010 

186

Articles

Day of dialogue: research priorities from the Researching Academies Conference

Glenys J. Woods & Philip A. Woods

96-99

Academies in context: politics, business and philanthropy and heterarchical governance

Stephen J. Ball

101-103

Let's look at academies systemically

Ron Glatter

104-107

Setting up academies, campaigning against them: an analysis of a contested policy process

Richard Hatcher

108-112

Academies and school diversity

Andrew Curtis

113-117

Academies: a model for school improvement? Key findings from a five-year longitudinal evaluation

David Armstrong, Valerie Bunting & Judy Larsen

118-124

Testing a typology of entrepreneurialism: emerging findings from an academy with an enterprise specialism

Philip A. Woods & Glenys J. Woods

125-129

Authentic assessment in the first Steiner academy

John Burnett

130-134

Corporate features and faith-based academies

Elizabeth Green

135-138

The Emmanuel Schools Foundation: sponsoring and leading transformation at England's most improved academy

Mark A. Pike

139-143

Book reviews

Successful Teaching Placements in Secondary Schools: Kate Shilvock and Melanie Pope (Exeter: Learning Matters, 2008) ISBN: 978844451838

Sara Meredith

144

How to Get Your School Moving and Improving: An Evidence-based Approach: Steve Dinham (Camberwell, Vic: ACER Publishers, 2008) ISBN: 9780864319319

John Clarke

145-146

Articles

Autonomy, competence and relatedness in the classroom: applying self-determination theory to educational practice

Christopher P. Niemiec & Richard M. Ryan

133-144

How K–12 teachers can put self-determination theory principles into practice

Johnmarshall Reeve & Marc Halusic

145-154

'What is the usefulness of your schoolwork?': the differential effects of intrinsic and extrinsic goal framing on optimal learning

Maarten Vansteenkiste, Bart Soenens, Joke Verstuyf & Willy Lens

155-163

The role of parents in facilitating autonomous self-regulation for education

Wendy S. Grolnick

164-173

Administrative pressures and teachers' interpersonal behaviour in the classroom

Luc G. Pelletier & Elizabeth C. Sharp

174-183

Self-determination in medical education: encouraging medical educators to be more like blues artists and poets

Heather Patrick & Geoffrey C. Williams

184-193

Motivation in physical education classes: a self-determination theory perspective

Nikos Ntoumanis & Martyn Standage

194-202

Self-determination and bilingualism

Rodrigue Landry, Réal Allard & Kenneth Deveau

203-213

Virtual worlds and the learner hero: how today's video games can inform tomorrow's digital learning environments

C. Scott Rigby & Andrew K. Przybylski

214-223

Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing

Richard M. Ryan & Netta Weinstein

224-233

Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory

Avi Assor, Haya Kaplan, Ofra Feinberg & Karen Tal

234-243

Large-scale school reform as viewed from the self-determination theory perspective

Edward L. Deci

244-252

A cross-cultural analysis of autonomy in education: a self-determination theory perspective

Valery I. Chirkov

253-262

Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?

Richard M. Ryan & Christopher P. Niemiec

263-272