Volume 29
Number 3, 5 May 2014
Articles include 'Ordinary kids' navigating geographies of educational opportunity in the context of an Australian 'place-based intervention'; 'The mathematics skills of school children: how does England compare to the high-performing East Asian jurisdictions?'; and 'The activation, appropriation and practices of student-equity policy in Australian higher education'.
The full table of contents is available online (go to the Taylor & Francis home page and type the journal title into the search box).
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Volume 41
Number 1, March 2014
Articles include 'A critical analysis of problems with the LBOTE category on the NAPLaN test'; 'Staying engaged: the role of teachers and schools in keeping young people with health conditions engaged in education'; 'Empowering educationally disadvantaged mathematics students through a strategies-based problem solving approach'; 'A futures orientation in the Australian Curriculum: current levels of teacher interest, activity and support in Western Australia'; and 'Preparatory teachers' perceptions of school readiness: a survey of Victorian teachers'.
The full table of contents is available online.
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Volume 25
Number 2, April 2014
Special Issue: A state-of-the-art review – educational effectiveness, teacher effectiveness and professional learning, and school and system improvement. Articles include 'Educational effectiveness research (EER): a state-of-the-art review'; 'State of the art – teacher effectiveness and professional learning'; and 'School and system improvement: a narrative state-of-the-art review'.
The full table of contents is available online (go to the Taylor & Francis home page and type the journal title into the search box).
KLA
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Volume 26
Number 1, March 2014
Special Issue: Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives. Articles include 'Theoretical perspectives and empirical evidence relevant to classroom instruction with manipulatives'; 'Concreteness fading in mathematics and science instruction: a systematic review'; and 'Future directions for theory and research with instructional manipulatives: commentary on the special issue papers'.
The full table of contents is available online.
KLA
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There are no Conferences available in this issue.