Tables of contents

Articles

Cognitive representations of peer relationships: linkages with discrete social cognition and social behavior

Darrell Meece & Jacquelyn Mize

539 – 557

The socio-emotional effects of non-maternal childcare on children in the USA: a critical review of recent studies

Jenet I. Jacob

559 – 570

An independent assessment of the internal reliability of the 'Bilston and Ettingshall Sure Start (BESS) Speech and Language Therapy Two Year Developmental Check'

Elvidina N. Adamson-Macedo, Reena Patel & David K. Sallah

571 – 586

Oracy and literacy practices in a Japanese kindergarten: a theoretical examination

Yoko Shirakawa & Rieko Iwahama

587 – 594

Do preschool teachers consider inferences for book discussions?

Esther Y. Scheiner & Chaya Gorsetman

595 – 608

Current status of infant mental health in day-care centres in Japan: an investigation of Okinawa and Aomori prefectures

Tohru Takizawa, Tsuyoshi Kondo, Osamu Tanaka, Norie Wake, Kuoichi Naka, Hidemi Todoriki & Hiroshi Ishizu

609 – 618

Emergent literacy: why should we be concerned?

M. W. de Witt

619 – 629

A study of early fine motor intervention in Down’s syndrome children

Teresa Sanz Aparicio & Javier Menéndez Balaña

631 – 636

Infant feeding among women attending an immunisation clinic at a tertiary health institution in Ibadan, Nigeria

A. A. Fatiregun & V. O. Abegunde

637 – 644

How would theory of mind play a role in comprehending art?

B. Keskin

645 – 649

Born too soon: what can we expect? Nature of home literacy experiences for children with very low birth weight

G. Ragusa

651 – 670

Factors affecting mothers' healthcare-seeking behaviour for childhood illnesses in a rural Nigerian setting

I. S. Abdulraheem & D. B. Parakoyi

671 – 683

Editorial

Macro and micro influences on assessment practice

Jo-Anne Baird

127 – 129

Articles

An instrument for assessing primary students' knowledge of information graphics in mathematics

Carmel M. Diezmann & Tom J. Lowrie

131 – 147

The problem of semantic openness and constructed response

Oddny Judith Solheim & Atle Skaftun

149 – 164

Exploring tensions in developing assessment for learning

Mary Webb & Jane Jones

165 – 184

Exploring classroom assessment practices: the case of teachers of English as a foreign language

Ofra Inbar-Lourie & Smadar Donitsa-Schmidt

185 – 204

Towards state-mandated testing in Germany: How do teachers assess the pedagogical relevance of performance feedback information?

Uwe Maier

205 – 226

Profiles of educational assessment systems worldwide

Educational assessment in Portugal

Domingos Fernandes

227 – 247

Book reviews

Robert J. Mislevy; Louis Volante; Lenore Adie

249 – 259

Call for papers

Marking quality within test and examination systems

Paul Newton & Michelle Meadows

261

Articles

Boosting student achievement: the effect of comprehensive school reform on student achievement

Betheny Gross, T. Kevin Booker & Dan Goldhaber

111–126

What works in college outreach: assessing targeted and schoolwide interventions for disadvantaged students

Thurston Domina

127–152

How does test exemption affect schools' and students' academic performance?

Jennifer L. Jennings & Andrew A. Beveridge

354–386

Section on social and institutional analysis

Racial diversity matters: the impact of diversity-related student engagement and institutional context

Nida Denson and Mitchell J. Chang

322–353

Conflicts, commitments, and cliques in the university: moral seduction as a threat to trustee independence

Michael N. Bastedo

354–386

No small thing: school district central office bureaucracies and the implementation of new small autonomous schools initiatives

Meredith I. Honig

387–422

School violence and theoretically atypical schools: the principal’s centrality in orchestrating safe schools

Ron Avi Astor, Rami Benbenishty & Jose Nuñez Estrada

423–461

Section on teaching, learning, and human development

Purposes, practices, and sites: a comparative case of two pathways into middle school teaching

Hilary G. Conklin

463–500

Teaching mathematics for understanding: an analysis of lessons submitted by teachers seeking NBPTS certification

Edward A. Silver, Vilma M. Mesa, Katherine A. Morris, Jon R. Star & Babette M. Benken

501–531

The impact of professional development and coaching on early language and literacy instructional practices

Susan B. Neuman & Linda Cunningham

532–566

Fostering high-quality teaching with an enriched curriculum and professional development support: the head start REDI Program

Celene E. Domitrovich, Scott D. Gest, Sukhdeep Gill, Karen L. Bierman, Janet A. Welsh & Damon Jones

567–597

Research in the midst of organized school reform: versions of teacher community in tension

Cheryl J. Craig

598–619