Volume 43
Number 3, July 2009
Preface Paul Standish | i–ii |
Articles | |
Introduction: The question of method in philosophy of education Claudia Ruitenberg | 315–323 |
The strict analysis and the open discussion Katariina Holma | 325–338 |
'Anything you can do I can do better': dialectical argument in philosophy of education Daniel Vokey | 339–355 |
Education and selfhood: a phenomenological investigation Michael Bonnett | 357–370 |
Examples as method? My attempts to understand assessment and fairness (in the spirit of the later Wittgenstein) Andrew Davis | 371–389 |
Witnessing deconstruction in education: Why quasi-transcendentalism matters Gert Biesta | 391–404 |
Under the name of method: on Jacques Rancière's presumptive tautology Charles Bingham | 405–420 |
Distance and defamiliarisation: translation as philosophical method Claudia W Ruitenberg | 421–435 |
Between the lines: philosophy, text and conversation Richard Smith | 437–449 |
Method, philosophy of education and the sphere of the practico-inert Marianna Papastephanou | 451–469 |
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Volume 25
Number 5, October 2009
Original articles | |
Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment T Solhaug | 411–422 |
Assessing the educational values of digital games J-C Hong, C-L Cheng, M-Y Hwang, C-K Lee & H-Y Chang | 423–437 |
Asynchronous online discussion thread development: examining growth patterns and peer-facilitation techniques JCC Chan, KF Hew & WS Cheung | 438–452 |
Teaching competencies for technology integration in the classroom A Guzman & M Nussbaum | 453–469 |
Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs F-H Chen, C-K Looi & W Chen | 470–488 |
Self-directed learning readiness, internet self-efficacy and preferences towards constructivist internet-based learning environments among higher-aged adults R J-C Chu & C-C Tsai | 489–501 |
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Volume 95
Number 5, Summer 2009
Research articles | |
Alignment between the physics content standard and the standardized test: a comparison among the United States-New York State, Singapore, and China-Jiangsu Xiufeng Liu, Baohui Zhang, Ling L Liang, Gavin Fulmer, Beaumie Kim & Haiquan Yuan | 777–797 |
Depth versus breadth: how content coverage in high school science courses relates to later success in college science coursework Marc S Schwartz, Philip M Sadler, Gerhard Sonnert & Robert H Tai | 798–826 |
Unraveling bias from student evaluations of their high school science teachers Geoff Potvin, Zahra Hazari, Robert H Tai & Philip M Sadler | 827–845 |
Science learning in everyday life | |
Gravitating toward science: parent-child interactions at a gravitational-wave observatory Lisa E Szechter & Elizabeth J Carey | 846–858 |
Learning | |
Epistemological norms and companion meanings in science classroom communication Eva Lundqvist, Jonas Almqvist & Leif Östman | 859–874 |
Science studies and science education | |
Making classroom assessment more accountable to scientific reasoning: a case for attending to mechanistic thinking Rosemary S Russ, Janet E Coffey, David Hammer & Paul Hutchison | 875-891 |
The 1939–1940 New York World's Fair and the transformation of the American science extracurriculum Sevan G Terzian | 892–914 |
Science teacher education | |
Elementary school teachers as targets and agents of change: teachers' learning in interaction with reform science curriculum Kathleen E Metz | 915–954 |
The books | |
Designing coherent science education: implications for curriculum, instruction, and policy Rodger W Bybee | 955–957 |
Indigenous knowledge and education: sites of struggle, strength, and survivance Megan Bang | 958–959 |
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Volume 2009
Number 118, Summer 2009
Research articles | |
Different perspectives on internationalization in higher education Carolin Kreber | 1–14 |
Reflections on trends and challenges in internationalizing an Ontario community college Valerie L Grabove | 15–23 |
Education for world-mindedness: beyond superficial notions of internationalization Geraldine Van Gyn, Sabine Schuerholz-Lehr, Catherine Caws & Allison Preece | 25–38 |
From the inside out: learning to understand and appreciate multiple voices through telling identities Bobbie Turniansky, Smadar Tuval, Ruth Mansur, Judith Barak & Ariela Gidron | 39–47 |
Learning about obligation, compassion, and global justice: the place of contemplative pedagogy David Kahane | 49–60 |
The Sattvic curriculum: a three-level, non-Western, superstructure for undergraduate education Martin Haigh | 61–70 |
Bridging the distance: service learning in international perspective Jean C. Florman, Craig Just, Tomomi Naka, Jim Peterson & Hazel H Seaba | 71–84 |
Context-oriented instructional design for course transformation Ross A Perkins | 85–94 |
Internationalizing curriculum: A new kind of education? Arja Vainio-Mattila | 95–103 |
Sustainability, internationalization, and higher education Tarah SA Wright | 105–115 |
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