Volume 45
Number 1, February 2011
Editorial | |
Editorial Jonothan Neelands | 1–5 |
Original articles | |
Would you risk it for Shakespeare? A case study of using active approaches in the English classroom Tracy Irish | 6–19 |
The implications of introducing Heathcote's Mantle of the Expert approach as a Community of Practice and cross curricular learning tool in a primary school Ruth Sayers | 20–35 |
'Shakespeare' – an endangered species? Brian Lighthill | 36–51 |
Re-constructing the relationship between drama and English: student-teachers' perspectives at the end of an initial teacher education year Maggie Pitfield | 52–71 |
The mantle of Macbeth Debra Kidd | 72–85 |
Shakespeare, rehearsal approaches and dramatic inquiry: literacy education for life Brian Edmiston & Amy McKibben | 86–101 |
Book reviews | |
The Young Audience: Exploring and Enhancing Children's Experiences of Theatre Helen Nicholson | 102–103 |
Drama Education with Digital Technology Andrew Burn | 104–106 |
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Volume 37
Number 1, February 2011
Editorial | |
Editorial Peter Gilroy | 1–3 |
Articles | |
Teaching controversial issues and teacher education in England and South Africa Vitallis Chikoko, James David Gilmour, Clive Harber et al | 5–19 |
Promoting teacher reflection: what is said to be done Juanjo Mena Marcos, Emilio Sanchez & Harm H. Tillema | 21–36 |
The contribution of gaining an academic qualification to teachers' professional learning Ruth Williams | 37–49 |
The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished? Diana Burton & Ruth Goodman | 51–61 |
School pupil change associated with a continuing professional development programme for teachers Jane Watson & Kim Beswick | 63–75 |
Literacy metaphors of pre-service teachers: do they change after instruction? Which metaphors are stable? How do they connect to theories? Donita Massengill Shaw & Marc Mahlios | 77–92 |
The different learning opportunities afforded student teachers in four secondary school subject departments in an initial teacher education school–university partnership in England Alaster Scott Douglas | 93–106 |
Research in practice | |
Teachers as knowledge producers at continuing professional development seminars in an English as a foreign language context Icy Lee | 107–108 |
Book reviews | |
Key issues in early years education Jane Andrews | 109–110 |
Mobile learning communities: creating new educational futures Paul Bowen | 111–113 |
Achieving your masters in teaching and learning Russell Manning | 113–114 |
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Volume 35
Number 4, November 2010
Editorial | |
A new generation of learners? The Net Generation and Digital Natives Chris Jones | 365–368 |
Articles | |
Networks and locations for student learning Chris Jones & Graham Healing | 369–385 |
Technological diversity: an investigation of students' technology use in everyday life and academic study Linda Corrin, Lori Lockyer & Sue Bennett | 387–401 |
Learning and living technologies: a longitudinal study of first-year students' frequency and competence in the use of ICT Anesa Hosein, Ruslan Ramanau & Chris Jones | 403–418 |
Pathways in interactive media practices among youths Antoine van den Beemt, Sanne Akkerman & P. Robert-Jan Simons | 419–434 |
Book review | |
A handbook for teaching and learning in higher education: enhancing academic practice, 3rd ed. Marta Turcsanyi-Szabo | 435–437 |
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Volume 41
Number 2, February 2011
Articles | |
Promoting middle school students' understandings of molecular genetics Ravit Golan Duncan, Hava Bresler Freidenreich, Clark A. Chinn et al | 147–167 |
Characterizing high school students' written explanations in biology laboratories Deniz Peker & Carolyn S. Wallace | 169–191 |
Negotiating the inquiry question: a comparison of whole class and small group strategies in Grade Five science classrooms Andy R. Cavagnetto, Brian Hand & Lori Norton-Meier | 193–209 |
Investigating the influence of motivation on students' conceptual learning outcomes in web-based vs. classroom-based science teaching contexts Hung-Chih Yen, Hsiao-Lin Tuan & Chi-Hung Liao | 211–224 |
Post-secondary students' relationship to people they consider to be scientific experts Chantal Pouliot | 225–243 |
Is Pedagogical Content Knowledge (PCK) necessary for reformed science teaching? Evidence from an empirical study Soonhye Park, Jeong-Yoon Jang, Ying-Chih Chen et al | 245–260 |
Inquiry-based instruction with archived, online data: an intervention study with preservice teachers Sedat Ucar, Kathy Cabe Trundle & Lawrence Krissek | 261–282 |
Children making sense of science Clíona Murphy, Colette Murphy & Paula Kilfeather | 283–298 |
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