Volume 38
Number 5, June 2009
Features | |
Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences Kenneth Ruthven, Colette Laborde, John Leach & Andrée Tiberghien | 329–342 |
Matrix summaries improve research reports: secondary analyses using published literature Linda Reichwein Zientek & Bruce Thompson | 343–352 |
Predictable failure of federal sanctions-driven accountability for school improvement—and why we may retain it anyway Heinrich Mintrop & Gail L. Sunderman | 353–364 |
Research news and comment | |
An educational psychology success story: social interdependence theory and cooperative learning David W. Johnson & Roger T. Johnson | 365–379 |
Book reviews | |
Developing literacy in second-language learners Lisa Pray & Robert T. Jiménez | 380–381 |
Literacy and English-language learners: a shifting landscape for students, teachers, researchers, and policy makers Jim Cummins | 382–384 |
A response to 'Literacy and English-Language Learners: A Shifting Landscape for Students, Teachers, Researchers, and Policy Makers' by Jim Cummins Lisa Pray & Robert T. Jiménez | 384–385 |
A response to 'Developing Literacy in Second-Language Learners' by Lisa Pray & Robert T. Jiménez Jim Cummins | 385 |
AERA Highlights | |
| From the desk of the President: Complex ecologies in a changing world and the 2010 Annual Meeting | 386–387 |
| JEBS call for editors | 387 |
| World Education Research Association founded: two-year effort leads to New International Forum for Collaboration | 388–389 |
| Interim officers elected by WERA: Gogolin and Levine will Serve, McDonnell is first AERA representative | 390 |
| Emerging scholars learn about writing Op-Eds: AERA–Hechinger Institute’s public communication course | 391 |
| AERA holds first Education Research Training Workshop for undergraduate students | 392–393 |
| Call for nominations for 2010 AERA Fellows | 394 |
| American Educational Research Association 2010 Awards: Call for nominations | 395–397 |
| AERA Grants Program Awards, 2008–2009 | 398 |
| Aera Grants Program: Call for applications | 399 |
| Council minutes: January 30–February 1, 2009 Santa Monica, CA | 400–409 |
| Classifieds | 410–412 |
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Volume 33
Number 1, March 2009
Articles | |
Introduction: risk, equity, and schooling: transforming the discourse Vivian L. Gadsden, James Earl Davis & Alfredo J. Artiles | vii –xi |
Who’s at risk in school and what’s race got to do with it? Carla O’Connor, Lori Diane Hill & Shanta R. Robinson | 1 –34 |
Child well-being: the intersection of schools and child welfare Fred Wulczyn, Cheryl Smithgall & Lijun Chen | 35 –62 |
Historical evolution of risk and equity: interdisciplinary issues and critiques Carol D. Lee | 63 –100 |
Race and class in a culture of risk Ray McDermott, Jason D. Raley & Ingrid Seyer-Ochi | 101–116 |
Youth, risk, and equity in a global world Glynda Hull, Jessica Zacher & Liesel Hibbert | 117–159 |
Gender risks and education: the particular classroom challenges for urban low-income African American boys Duane E. Thomas & Howard Stevenson | 160–180 |
Negotiating linguistic and cultural identities: theorizing and constructing opportunities and risks in education Jin Sook Lee & Kate T. Anderson | 181–211 |
Re-mediating literacy: culture, difference, and learning for students from nondominant communities Kris D. Gutiérrez, P. Zitlali Morales & Danny C. Martinez | 212–245 |
The education of children in im/migrant families Angela E. Arzubiaga, Silvia C. Noguerón & Amanda L. Sullivan | 246–271 |
Linguistic diversity, access, and risk John Baugh | 272–282 |
Consequences of physical health and mental illness risks for academic achievement in Grades K–12 Sean Joe, Emanique Joe & Larry L. Rowley | 283–309 |
The social production of adolescent risk and the promise of adolescent literacies Lalitha Vasudevan & Gerald Campano | 310–353 |
| About the editors | 354–355 |
| About the contributors | 356–363 |
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Volume 22
Number 3, July 2009
Editorial | |
On knowledge and work Hugh Lauder | 157 – 162 |
Articles | |
The educational transformation of work: towards a new synthesis David P. Baker | 163 – 191 |
Education, globalisation and the 'voice of knowledge' Michael Young | 193 – 204 |
Forms of knowledge and curriculum coherence Johan Muller | 205 – 226 |
The problem with CBT (and why constructivism makes things worse) Leesa Wheelahan | 227 – 242 |
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Volume 37
Number 3, August 2009
Editorial David Saltmarsh; Anne McMaugh; Ninetta Santoro; Jo-Anne Reid | 229 – 230 |
Articles | |
A model for research-based state professional development policy Allan Luke & Felicity McArdle | 231 – 251 |
'At least I'm the type of teacher I want to be': Second-career English language teachers' identity formation in Hong Kong secondary schools John Trent & Xuesong Gao | 253 – 270 |
Trajectories in teacher education: recognising prior learning in practice Per Andersson & Kristina Hellberg | 271 – 282 |
Assessing levels of student understanding in pre-service teachers using a two-cycle SOLO model Dean Dudley & David Baxter | 283 – 293 |
Cross-cultural immersion in China: preparing pre-service elementary teachers to work with diverse student populations in the United States Yali Zhao, Laura Meyers & Barbara Meyers | 295 – 317 |
Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India Umesh Sharma, Dennis Moore & Sanjeev Sonawane | 319 – 331 |
Cutting your losses: Could best-practice pedagogy involve acknowledging that even robust hope may be vain? James Schuurmans-Stekhoven | 333 – 345 |
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