Tables of contents

Articles

Editorial: Publishing in Studies in Philosophy and Education

Gert Biesta

1–3

Harmonizing the educational globe: world polity, cultural features, and the challenges to educational research

Daniel Tröhler

5–7

Agonistic recognition in education: on Arendt's qualification of political and moral meaning

Carsten Ljunggren

19–33

A place to stand: intersubjectivity and the desire to dominate

Ronald B. Jacobson

35–51

Chasing Vygotsky's dogs: retrieving Lev Vygotsky's philosophy for a workers' paradise

Kelvin McQueen

53–66

Why is cheating wrong?

Mathieu Bouville

67–76

Review of Michael A. Peters & Gert Biesta, Derrida, Deconstruction, and the Politics of Pedagogy

Peter Lang, New York, 2009

77–84

Response to Claudia Ruitenberg's review of Derrida, Deconstruction and the Politics of Pedagogy

Michael A. Peters

85–87

Review of Nigel Tubbs, Education in Hegel

Continuum, London, 2008

89–96

Response to Ross Abbinnett's review of Education in Hegel

Nigel Tubbs

97–100

Articles

Understanding reading anxiety: new insights from neuroscience

Mary Renck Jalongo & Rae Ann Hirsh

431–435

Increased implementation of emergent literacy screening in pre-kindergarten

Marcia Invernizzi, Timothy J. Landrum, Avery Teichman & Monika Townsend

437–446

Picture partners: a co-creative journey into visual literacy

Cathleen S. Soundy & Marilyn F. Drucker

447–460

Collaboration of teacher education and child disability health care: transdisciplinary approach to inclusive practice for early childhood pre-service teachers

Katie Silverman, Seong Hong & Mary Trepanier-Street

461–468

No child misunderstood: enhancing early childhood teachers' multicultural responsiveness to the social competence of diverse children

Heejeong Sophia Han & M. Shelley Thomas

469–476

Education of young Chinese migrant children: challenges and prospects

Bi Ying Hu & Judit Szente

477–482

Handy Manny and the emergent literacy technology toolkit

Jack J. Hourcade, Howard P. Parette, Nichole Boeckmann & Craig Blum

483–491

What does RTI (Response to Intervention) look like in preschool?

Mojdeh Bayat, Gayle Mindes & Sheryl Covitt

493–500

Relating preschool quality to children's literacy development

Denise D. Cunningham

501–507

Meeting needs of young children at risk for or having a disability

Carla A. Peterson, Lynn Milgram Mayer, Jean Ann Summers & Gayle J. Luze

509–517

A Turkish view on fathers' involvement in children's play

Asiye Ivrendi & Nesrin Isikoglu

519–526

Articles

Motivational engagement and video gaming: a mixed methods study

Bobby Hoffman & Louis Nadelson

245–270

Improving technology literacy: does it open doors to traditional content?

Eugene Judson

271–284

Portraits of middle school students constructing evidence-based arguments during problem-based learning: the impact of computer-based scaffolds

Brian R. Belland

285–309

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

Tamara van Gog, Dominique M. A. Sluijsmans, Desirée Joosten-ten Brinke & Frans J. Prins

311–324

Conceptualizing a narrative simulation to promote dialogic reflection: using a multiple outcome design to engage teacher mentors

Nancye E. McCrary & Joan M. Mazur

325–342

Citations of ETR&D and related journals, 1990–2004

James E. Gall, Heng-Yu Ku, Keyleigh Gurney, Hung-Wei Tseng, Hsin-Te Yeh & Qin Chen

343–351

Articles

An open letter to EAIT authors and reviewers

Arthur Tatnall

67–68

Overwrought copyright: why copyright law from the analog age does not work in the digital age's society and classroom

J. Patrick McGrail & Ewa McGrail

69–85

Levels of thinking in computer science: development in bachelor students' conceptualization of algorithm

Jacob C. Perrenet

87–107

The conceptualization of instructional technology by teacher educators in Zimbabwe

Rodwell Chitiyo

109–124

Getting the blend right in new learning environments: a complementary approach to online discussions

Philippa Gerbic

125–137