Volume 59
Number 2, May 2009
Original articles | |
An unreasonable argument against student free speech David Blacker | 123–143 |
Student rights, Clarence Thomas, and the revolutionary vision of education Bryan R. Warnick, Bradley Rowe & Sang Hyun Kim | 145–165 |
Expanding rationality: the relation between epistemic virtue and critical thinking Ryan Bevan | 167–179 |
Mad about ideals? Educating children to become reasonably passionate Stijn M.A. Sieckelinck & Doret J. de Ruyter | 181–196 |
Wittgenstein's contextualist approach to judging 'sound' teaching: escaping enthrallment in criteria-based assessments Jeff Alan Stickney | 197–215 |
Translation: an alternative framework for conceptualizing and supporting school reform efforts Alison Cook-Sather | 217–231 |
Philosophy of education today J. J. Chambliss | 233–251 |
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Volume 24
Number 1, 10 July 2009
Editorial Mary Briggs, Suzanne Carrington, Chris Coates, et al | 3–4 |
Articles | |
Beyond the 'classic' nurture group model: an evaluation of part-time and cross-age nurture groups in a Scottish local authority Karen Scott & Anne Lee | 5–10 |
Asperger syndrome and the English curriculum: addressing the challenges Hilary Harbinson & Joy Alexander | 11–18 |
An exploration of higher level teaching assistants' perceptions of their training and development in the context of school workforce reform Hilary Burgess & Ann Shelton Mayes | 19–25 |
Measures for inclusion: coping with the challenge of visual impairment and blindness in university undergraduate level language learning Marina Orsini-Jones | 27–34 |
Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties Lio Moscardini | 35–41 |
Using the Phono-Graphix reading programme as a literacy support intervention strategy Monica Shaw & Mo Davidson | 42–48 |
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| Notes on contributors | 49 |
Reviews | |
Working Memory and Learning: A Practical Guide for Teachers – By Susan E. Gathercole & Tracy Packiam Alloway Jane Mott & Lynn Ambler | 50–51 |
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Developing Emotional Literacy with Teenage Boys: Building Confidence, Self Esteem and Self Awareness (A Lucky Duck Book) – By Tina Rae and Lisa Pedersen Carole Morgan | 51–52 |
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Every Child Can Learn: Using Developmental Tools and Play to Help Children with Developmental Delay – By Katrin Stroh, Thelma Robinson & Alan Proctor Jennifer Cotton | 52 |
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Volume 93
Number 4, July 2009
Research articles | |
Explanation in science trade books recommended for use with elementary students Laura B. Smolkin, Erin M. McTigue, Carol A. Donovan & Julianne M. Coleman | 587–610 |
Translations of scientific practice to students' images of science Michiel van Eijck, Pei-Ling Hsu & Wolff-Michael Roth | 611–634 |
Science education policy | |
Scientists' teaching orientations in the context of teacher professional development Dwight A. Schuster & William S. Carlsen | 635–655 |
Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation William Penuel, Barry J. Fishman, Lawrence P. Gallagher, Christine Korbak & Bladimir Lopez-Prado | 656–677 |
Science teacher education: focused collection on elementary science teacher education | |
Principled reasoning about problems of practice Jamie N. Mikeska, Charles W. Anderson & Christina V. Schwarz | 678–686 |
Learning to teach elementary school science as argument Carla Zembal-Saul | 687–719 |
Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry Christina Schwarz | 720–744 |
Beginning teachers moving toward effective elementary science teaching Elizabeth A. Davis & Julie Smithey | 745–770 |
Book reviews | |
Teen girls and technology: What's the problem, what's the solution? Elisabeth Hayes | 771–774 |
Critical lessons: What our schools should teach David Waddington | 774–776 |
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Volume 35
Number 2, May 2009
Editorial Peter Gilroy | 105 – 106 |
Articles | |
Education for ethically sensitive teaching in critical incidents at school Eija Hanhimäki & Kirsi Tirri | 107 – 121 |
Articulation and re-articulation: development of a model for providing quality feedback to pre-service teachers on practicum Stephanie White | 123 – 132 |
Mentors' written lesson appraisals: the impact of different mentoring regimes on the content of written lesson appraisals and the match with pre-service teachers' perceptions of content Roger Lock, Allan Soares & Julie Foster | 133 – 143 |
Understanding mainland Chinese students' motivations for choosing teacher education programmes in Hong Kong Xuesong Gao & John Trent | 145 – 159 |
The effectiveness of cooperative learning with trainee teachers Garry Hornby | 161 – 168 |
District professional development models as a way to introduce primary-school teachers to natural science curriculum reforms in one district in South Africa Bongani D. Bantwini | 169 – 182 |
Reforming further education teacher training: a policy communities and policy networks analysis David Holloway | 183 – 196 |
Book reviews | 197 – 201 |
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