Tables of contents

Humility and wisdom: necessary ingredients to reverse the widget effect

Hilda Borko, Dan Liston & Jennie Whitcomb

361–363

Conceptualizing the work of leading mathematical tasks in professional development

Rebekah Elliott, Elham Kazemi, Kristin Lesseig, Judith Mumme, Cathy Carroll & Megan Kelley-Petersen

364–379

Teacher questioning to elicit students' mathematical thinking in elementary school classrooms

Megan L. Franke, Noreen M. Webb, Angela G. Chan, Marsha Ing, Deanna Freund & Dan Battey

380–392

Teacher preparation programs—and teacher labor markets: how social capital may help explain teachers' career choices

Adam Maier & Peter Youngs

393–407

Normalizing the fraughtness: how emotion, race, and school context complicate cultural competence

Jennifer Buehler, Anne Ruggles Gere, Christian Dallavis & Victoria Shaw Haviland

408–418

Considering transgender people in education: a gender-complex approach

Kathleen E. Rands

419–431

Original articles

Examination of the effects of self-modeling on autobiographical memory

Suzanne G. Margiano, Thomas J. Kehle, Melissa A. Bray, Bonnie K. Nastasi & Kayla DeWees

203–221

Responding to community needs utilizing a consultative approach

Mindy R. Gutow, Stefanie Rynkewitz & Shira R. Reicher

222–236

Current practices and future directions in psychopharmacological training and collaboration in school psychology

Michael L. Sulkowski, Cary Jordan & Matthew L. Nguyen

237–244

School psychology in Canada: a survey of roles and functions, challenges and aspirations

Jason J. Jordan, Yvonne L. Hindes & Donald H. Saklofske

245–264

Editorial

Guest editor's introduction

Judit Szente

193 – 194

Original articles

In-service early childhood teachers reflect on their teacher training program: reconceptualizing the case of Cyprus

Eleni Loizou

195 – 209

Supporting early childhood teachers in Guinea-Bissau

Maria Gabriela Portugal & Ana Paula Aveleira

210 – 219

Teacher training for early childhood development and education in Kenya

Tata Mbugua

220 – 229

Teacher qualification and instructional delivery modes at the preschool level in Nigeria

Monica N. Odinko, Joanne M. Williams & Gari Donn

230 – 246

Exploring the quality of early childhood education in China: implications for early childhood teacher education

Bi Ying Hu & Judit Szente

247 – 262

Kindergarten teachers' professional training and their social status in Korea

Guang-Lea Lee, Donald A. Myers & Kyoung Jin Kim

263 – 271

Teacher education programs in Jordan: a reform plan

Abdallah Abu Naba'h, Hamza Al-Omari, Fathi Ihmeideh & Suad Al-Wa'ily

272 – 284

Teacher education in Pakistan: analysis of planning issues in early childhood education

Zohra Nisar Hunzai

285 – 297

Early intervention practice and research in Ontario, Canada: listening to the field

Kathryn Underwood & Isabel Killoran

298 – 305

Op-Ed

Gone but not forgotten: the decline of history as an educational foundation

Theodore Christou

569 – 583

Articles

The formation of a school subject and the nature of curriculum content: an analysis of liberal studies in Hong Kong

Zongyi Deng

585 – 604

Flights from the field and the plight of teacher education: a personal perspective

Cheryl J. Craig

605 – 624

Contextualizing recognition, absence of recognition, and misrecognition: the case of migrant workers' children in daycares in Israel

Julia Resnik

625 – 649

The asymmetrical influence of identity: a triadic interaction among Israeli Jews, Israeli Arabs, and historical texts

Yifat Ben-David Kolikant & Sarah Pollack

651 – 677

An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students

Deborah L. Cunningham

679 – 709