Tables of contents

Articles

Authenticity, past and present in Ghanaian children's literature

Helen Yitah & Mabel Komasi

1–11

Mutinous fiction: narrative and illustrative metalepsis in three postmodern picturebooks

Sylvia Pantaleo

12–27

Empire and children's literature: changing patterns of cross-cultural perspective

Don Randall

28–39

Once upon today: teaching for social justice with postmodern picturebooks

Kathleen O'Neil

40–51

'A constant transit of finding': fantasy as realisation in Pan's Labyrinth

Roger Clark & Keith McDonald

52–63

Dual pathways to expression and understanding: Canadian coming-of-age graphic novels

Janette Hughes & Alyson E. King

64–84

Articles

Emotional autonomy and perceived parenting styles: relational analysis in the Hong Kong cultural context

Kwok Wai Chan & Siu Mui Chan

433–443

The impact of structured on-the-job training (SOJT) on a trainer's organizational commitment

Daeyeon Cho

445–453

Effective strategies for teaching Taiwanese minority students with low achievement and low socio-economic backgrounds

Shu-Huei Yen

455–463

The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students' mathematics achievement

Dilek Işık & Kamuran Tarım

465–474

Relationships among burnout, social support, and negative mood regulation expectancies of elementary school teachers in Korea

Mi Y. Kim, Jee Y. Lee & Jinsook Kim

475–482

Critical literacy and a picture-book-based dialogue activity in Taiwan

Jun-min Kuo

483–494

The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

Sun A. Kyun & Hyunjeong Lee

495–503

The gap between expectations and reality: integrating computers into mathematics classrooms

Bülent Güven, Ünal Çakiroğlu & Yaşar Akkan

505–515

A study of academic persistence of science and technology university students in a Taiwan University

Chu-Ling Chang, Kuen-Yi Lin & Ting-Chen Hu

517–523

The effect of social network diagrams on a virtual network of practice: a Korean case

Il-Hyun Jo

525–534

Modelling pre-service teachers' perceived usefulness of an ICT-based student-centred learning (SCL) curriculum: a Singapore study

Timothy Teo, Chwee Beng Lee, Ching Sing Chai & Doris Choy

535–545

Helpful components involved in the cognitive-experiential model of dream work

Hsiu-Lan Shelley Tien, Shuh-Chi Chen & Chia-Huei Lin

547–559

The structural relationships of social support, mother's psychological status, and maternal sensitivity to attachment security in children with disabilities

Eun Sil Kim & Byeong Seok Kim

561–573

Articles

How word decoding skill impacts text memory: the centrality deficit and how domain knowledge can compensate

Amanda C. Miller & Janice M. Keenan

99–113

An evaluation of two emergent literacy screening tools for preschool children

Shauna B. Wilson & Christopher J. Lonigan

115–131

Measuring adult literacy students' reading skills using the Gray Oral Reading Test

Daphne Greenberg, Hye Kyeong Pae, Robin D. Morris, Mary Beth Calhoon et al

133–149

Sentence comprehension in young adults with developmental dyslexia

Rebecca Wiseheart, Lori J. P. Altmann, Heeyoung Park & Linda J. Lombardino

151–167

Dutch home-based pre-reading intervention with children at familial risk of dyslexia

Sandra G. van Otterloo & Aryan van der Leij

169–195

Articles

Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor

Geoff Norman

1–8

Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold

Gilan M. El Saadawi, Roger Azevedo, Melissa Castine, Velma Payne et al

9–30

Observed consultation: confidence and accuracy of assessors

Mike Tweed & Christopher Ingham

31–43

Chemistry courses as the turning point for premedical students

Donald A. Barr, John Matsui, Stanley F. Wanat & Maria Elena Gonzalez

45–54

Is case-specificity content-specificity? An analysis of data from extended-matching questions

Valerie Dory, Robert Gagnon & Bernard Charlin

55–63

Defining the correctness of a diagnosis: differential judgments and expert knowledge

Steven L. Kanter, Teresa A. Brosenitsch, John F. Mahoney & James Staszewski

65–79

Increased authenticity in practical assessment using emergency case OSCE stations

Miriam Ruesseler, Michael Weinlich, Christian Byhahn, Michael P. Müller et al

81–95

Two models of raters in a structured oral examination: does it make a difference?

Claire Touchie, Susan Humphrey-Murto, Martha Ainslie, Kathryn Myers et al

97–108

Long-term retention of basic science knowledge: a review study

Eugène J. F. M. Custers

109–128

Professional competencies in health sciences education: from multiple intelligences to the clinic floor

India F. Lane

129–146

Correction: Is case-specificity content-specificity? An analysis of data from extended-matching questions

Valerie Dory, Robert Gagnon & Bernard Charlin

147–148