Volume 40
Number 2, 2nd
Quarter
2010
Editorial | |
Educational meanings, consequences and control Kristine Black-Hawkins | 93–95 |
Original Articles | |
'They call me wonder woman': the job jurisdictions and work-related learning of higher level teaching assistants Roger Hancock, Thelma Hall, Carrie Cable & Ian Eyres | 97–112 |
Reforming special education in Scotland: tensions between discourses of professionalism and rights Sheila Riddell & Elisabet Weedon | 113–130 |
Practices of citizenship rights among minority students at Chinese universities Zhenzhou Zhao | 131–144 |
Literacy, competence and meaning-making: a human sciences approach Maria Nikolajeva | 145–159 |
Teacher learning and collaboration in innovative teams Jacobiene A. Meirink, Jeroen Imants, Paulien C. Meijer & Nico Verloop | 161–181 |
Exploring the complementarities between complexity and action research: the story of Technology Together Renata Phelps & Anne Graham | 183–197 |
Book reviews Ian Davies, Christine Doddington, Aline-Wendy Dunlop, Prue Goodwin, Martyn Hammersley & Jacqueline Watson | 199–208 |
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Volume 58
Number 3, 3rd
Quarter
2010
Articles | |
John Dewey, Gothic and Modern James S. Kaminsky | 249–266 |
Special educational needs: a contextualised perspective Ruth Lupton, Martin Thrupp & Ceri Brown | 267–284 |
Freedom of speech: its exercise and its interpretation David A. Turner | 285–291 |
The role of school exclusion processes in the re-production of social and educational disadvantage Louise Gazeley | 293–309 |
An anthology of voices: an analysis of trainee drama teachers' monologues Shifra Schonmann & Andy Kempe | 311–329 |
Headteacher as a pedagogical leader: a comparative study of headteachers in Sweden and England Shifra Schonmann & Andy Kempe | 311–329 |
Reviews Wilfred Carr, James Marshall, Stefan Ramaekers, Elizabeth Frazer, Heather Piper, Alejandra Navarro, Claudia Messina, Hivren Demir Atay, Martin Braund & Georgina Lovett | 351–367 |
Call for papers for a special issue of British Journal of Educational Studies
| 369 |
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Volume 36
Number 5, October 2010
Articles | |
Benefits of omega-3 supplementation for schoolchildren: review of the current evidence Amanda Kirby, Amelia Woodward & Sarah Jackson | 699–732 |
Constructing inclusive education in a neo-liberal context: promoting inclusion of Arab-Australian students in an Australian context Annelies Kamp & Fethi Mansouri | 733–744 |
Serious doubts about school effectiveness Stephen Gorard | 745–766 |
From rhetoric to reality: the problematic nature and assessment of children and young people's social and emotional learning Deborah Lynette Watson & Carl Emery | 767 – 786 |
Invisible experiences: understanding the choices and needs of university students with dependent children Elodie Marandet & Emma Wainwright | 787–805 |
A synthesis of studies searching for school factors: implications for theory and research Leonidas Kyriakides, Bert Creemers, Panayiotis Antoniou & Demetris Demetriou | 807–830 |
The cultural inertia of the habitus: gendered narrations of agency amongst educated female Palestinians in Israel Samira Alayan & Gad Yair | 831–850 |
Young people on the margins: in need of more choices and more chances in twenty-first century Scotland Ian Finlay; Marion Sheridan, Jane McKay & Hope Nudzor | 851–867 |
Book reviews Ray Huntley, Maddalena Taras, Daniel Scullane, Izhar Oplatka & Dean Garratt | 869–876 |
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Volume 33
Number 2, June 2010
Coeditors' Introduction Kathy Escamilla & María E. Fránquiz | 125–129 |
Research Articles | |
Bilingual Writing as an Act of Identity: Sign-Making in Multiple Scripts Bobbie Kabuto | 130–149 |
The Influence of Heritage Language and Public Schools on Chinese American Children's Biliteracy Development Chang Pu | 150–172 |
Advantages of Bilinguals Over Monolinguals in Learning a Third Language Salim Abu-Rabia & Ekaterina Sanitsky | 173–199 |
Early Cases of Code-Switching in Mexican-Heritage Children: Linguistic and Sociopragmatic Considerations Jennifer A. Vu, Alison L. Bailey & Carollee Howes | 200–219 |
What Language Counts in Literature Discussion? Exploring Linguistic Mediation in an English Language Arts Classroom Christina Passos DeNicolo | 220–240 |
In the Shadow of Stone Mountain: Identity Development, Structured Inequality, and the Education of Spanish-Speaking Children Pedro R. Portes & Spencer Salas | 241–248 |
What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study Holly Hansen-Thomas & Andy Cavagnetto | 249–266 |
Book Review | |
Lessons from Good Language Learners, edited by Carol Griffiths (2008). Cambridge, England: Cambridge University Press, 336 pp. Crystal Kusey | 267–269 |
Erratum
| 270 |
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There are no Conferences available in this issue.