Volume 35
Number 1, 3rd
Quarter
2010
| Articles | |
The red pill: social studies, media texts, and literacies Trenia L. Walker | 1 – 14 |
ICT use among 13-year-old Swedish children Ulli Samuelsson | 15–30 |
Gamestar Mechanic: learning a designer mindset through communicational competence with the language of games Ivan Alex Games | 31–52 |
The sound of feedback in higher education Maggi Savin-Baden | 53–64 |
Incidental foreign language acquisition from media exposure An H. Kuppens | 65–85 |
| Book reviews | |
Digital literacies: social learning and classroom practices Ben Williamson | 87 – 89 |
Online social networking on campus: understanding what matters in student culture Matthew Pearson | 90–91 |
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Volume 26
Number 3, 3rd
Quarter
2010
Articles | |
The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning A. Schroeder, S. Minocha & C. Schneider | 159–174 |
Developing a scale for teacher integration of information and communication technology in grades 1–9 S. Hsu | 175–189 |
Reconsidering off-task: a comparative study of PDA-mediated activities in four classrooms L. Mifsud & A.I. Mørch | 190–201 |
Community-based individual knowledge construction in the classroom: a process-oriented account C.-K. Looi & W. Chen | 202–213 |
Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension P. Starbek, M. Starčič Erjavec & C. Peklaj | 214–224 |
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Volume 17
Number 2, 3rd
Quarter
2010
Editorial | |
The theory–practice gap Jo-Anne Baird | 113 – 116 |
| Articles | |
The concept of validity in theory and practice Simon Wolming & Christina Wikström | 117 – 132 |
The Support Model for interactive assessment Ayesha Ahmed & Alastair Pollitt | 133– 167 |
Understanding and addressing the achievement gap through individualized instruction and formative assessment Stuart S. Yeh | 169 – 182 |
The use of transparency in the 'Interactive examination' for student teachers Anders Jonsson | 183– 197 |
Rubric-referenced self-assessment and middle school students' writing Heidi L. Andrade, Ying Du & Kristina Mycek | 199– 214 |
Validity in teachers’ summative assessments Paul Black, Christine Harrison, Jeremy Hodgen, Bethan Marshall & Natasha Serret | 215 – 232 |
| Profiles of education assessment systems worldwide | |
Two decades of SIMCE: an overview of the National Assessment System in Chile Lorena Meckes & Rafael Carrasco | 233 – 248 |
| Book review | |
Measurement and statistics for teachers Chris Wheadon | 249– 250 |
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Volume 23
Number 2, April 2010
Articles | |
A special issue on testing students with disabilities Kurt F. Geisinger | 119 – 120 |
Steps toward creating fully accessible reading assessments Martha L. Thurlow | 121 – 131 |
Using differential item functioning to investigate the impact of testing accommodations on an English-language arts assessment for students who are blind or visually impaired Elizabeth Stone, Linda Cook, Cara Cahalan Laitusis & Frederick Cline | 132 – 152 |
Examining the impact of audio presentation on tests of reading comprehension Cara Cahalan Laitusis | 153 – 167 |
Accessibility of segmented reading comprehension passages for students with disabilities Jamal Abedi, Jenny C. Kao, Seth Leon, Ann M. Mastergeorge, Lisa Sullivan, Joan Herman & Rita Pope | 168 – 186 |
Using factor analysis to investigate accommodations used by students with disabilities on an English-language arts assessment Linda Cook, Daniel Eignor, Yasuyo Sawaki, Jonathan Steinberg & Frederick Cline | 187 – 208 |
Accessible reading assessments for students with disabilities: summary and conclusions Lauress L. Wise | 209 – 214 |
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