Volume 18
Number 1, February 2011
Editorial | |
Why do people appeal higher education grades and what can it tell us about the meaning of standards? Jo-Anne Baird | 1 – 4 |
Articles | |
Formative assessment: a critical review Randy Elliot Bennett | 5 – 25 |
Talking the talk: oracy demands in first year university assessment tasks Catherine Doherty, Margaret Kettle, Lyn May et al | 27 – 39 |
Student appeals of grades: a comparative study of university policies and practices Vidar Gynnild | 41 – 57 |
Using formative assessment to support complex learning in conditions of social adversity Barbara Crossouard | 59 – 72 |
Convergent validity evidence regarding the validity of the Chilean standards-based teacher evaluation system Maria Verónica Santelices & Sandy Taut | 73 – 93 |
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Volume 43
Number 1, February 2011
Articles | |
Teacher interpretations of citizenship education: national identity, cosmopolitan ideals and political realities Audrey Osler | 1 – 24 |
Teaching under the new Taylorism: high-stakes testing and the standardization of the 21st century curriculum Wayne Au | 25 – 45 |
On literature's use(ful/less)ness: reconceptualizing the literature curriculum in the age of globalization Suzanne S. Choo | 47 – 67 |
The implementation of entrepreneurship education through curriculum reform in Finnish comprehensive schools Jaana Seikkula-Leino | 69 – 85 |
A self-study of a national curriculum maker in physical education: challenges to curriculum change Jeongae You | 87 – 108 |
Early literacy practices and the Finnish national core curriculum Riitta-Liisa Korkeamäki & Mariam Jean Dreher | 109 – 137 |
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Volume 25
Number 1, February 2011
Articles | |
Power and knowledge-building in teacher inquiry: negotiating interpersonal and ideational difference David H Eddy Spicer | 1 – 17 |
Signalling L2 centrality, maintaining L1 dominance: teacher language choice in an ethnic minority primary classroom in the Lao PDR Angela Rose Cincotta-Segi | 19 – 31 |
Creating an articulate classroom: examining pre-service teachers' experiences of talk Annie Therese Fisher | 33 – 47 |
The multimodal writing process: changing practices in contemporary classrooms Christine Joy Edwards-Groves | 49 – 64 |
'Tanto necesitamos de aquí como necesitamos de allá': leer juntas among Mexican transnational mothers and daughters María Teresa de la Piedra | 65 – 78 |
Book reviews | |
Classroom Discourse Analysis: A Tool for Critical Reflection, Betsy Rymes, Cresskill, NJ, Hampton Press, 2009, x + 261 pp, $28.50 (paperback), ISBN 978-1-57273-903-1 Houxiang Li | 79 – 81 |
Towards Multilingual Education: Basque Educational Research from an International Perspective, J Cenoz, Clevedon, UK, Multilingual Matters, 2009, 271 pp, £59.95/$89.95 (hardback), ISBN 978-1-84769-193-4, £24.95/$39.95 (paperback), ISBN 978-1-84769-192-7 Ester J de Jong | 82 – 84 |
Language Diversity in the Classroom, J Edwards, Bristol, Multilingual Matters, 2009, vii + 338 pp, £69.95/$129.95 (hardback), ISBN 978-1-84769-226-9; £29.95/$49.95 (paperback), ISBN 978-1-84769-225-2 Sabrina F Sembiante | 84 – 87 |
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Volume 14
Number 4, December 2010
Articles | |
Beginning secondary school teachers' perceptions of pupil misbehaviour in Spain Chris Kyriacou & José Luis Ortega Martín | 415 – 426 |
Riding on a speeding train? How teacher educators perceive teacher education Miriam Mevorach & Hanna Ezer | 427 – 445 |
The use of dialogue and tools to develop students' mathematical language and meta-cognition Julie R Oxenford O'Brian, Honorine Nocon & Deanna Iceman Sands | 447 – 466 |
The teacher study group as a space for agency in an era of accountability and compliance Avis M Masuda | 467 – 481 |
Resiliency to success: supporting novice urban teachers Sarah Huisman, Nancy Robb Singer & Susan Catapano | 483 – 499 |
The impact of disrupted and disjointed early professional development on beginning teachers Ashley Fenwick & Douglas Weir | 501 – 517 |
Collaborative professional development toward literacy learning in a high school through Connected Coaching David Strahan, Martha Geitner & Michael Lodico | 519 – 532 |
Leading professional learning in schools: emotion in action Jane Mitchell, Philip Riley & John Loughran | 533 – 547 |
Review article | |
A defense of constructivism as scientific enquiry in science education Kirk Dorion | 549 – 554 |
Book reviews | |
Chris Husbands, Jennifer E. Tomon et al | 555 – 562 |
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