Volume 30
Number 4, July 2009
Original articles | |
How robust is the contribution of morphological awareness to general spelling outcomes? S. Hélène Deacon, John R. Kirby & Melissa Casselman-Bell | 301 – 318 |
An investigation of teachers' concerns about vocabulary and the representation of these concerns in content literacy methodology textbooks Karen Wood, Jean Vintinner, Patricia Hill-Miller, Janis M. Harmon & Wanda Hedrick | 319 – 339 |
Examining the relationship between text processing and text comprehension in fourth grade readers Stephen B. Kucer | 340 – 358 |
Readers' theater: a process of developing fourth-graders' reading fluency Rachel Clark, Timothy G. Morrison & Brad Wilcox | 359 – 385 |
KLA
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Volume 15
Number 4, 19 August 2009
Editorial | |
International perspectives on veteran teachers: introduction Miriam Ben-Peretz & Gary McCulloch | 403 – 408 |
Articles | |
The moral universe of Mr Chips: veteran teachers in British literature and drama Gary McCulloch | 409 – 420 |
Distinctive qualities of expert teachers Amy B. M. Tsui | 421 – 439 |
Veteran teachers: commitment, resilience and quality retention Christopher Day & Qing Gu | 441 – 457 |
The role of 'accomplished teachers' in professional learning communities: uncovering practice and enabling leadership Ann Lieberman & Désirée H. Pointer Mace | 459 – 470 |
What it takes to stick it out: two veteran inner-city teachers after 25 years Rosetta Marantz Cohen | 471 – 491 |
The secrets of successful veteran biology teachers: metaphors of evolution, regeneration, and adaptation Billie Eilam | 493 – 513 |
The game veteran theatre teachers are playing: anatomy of musings Shifra Schonmann | 515 – 538 |
KLA
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Volume 13
Number 2, 14 May 2009
Articles | |
What happens as student teachers who made very good use of ICT during pre-service training enter their first year of teaching? Michael Hammond, Elpiniki Fragkouli, Ida Suandi, Sue Crosson et al | 93 – 106 |
Reggio-inspired professional development in a diverse urban public school: cases of what is possible Susan Lyon & David M. Donahue | 107 – 124 |
Creating teachers' perceptual, behavioral, and attitudinal change using professional development workshops Michael Shriner, Bethanne Schlee, Melissa Hamil & Rebecca Libler | 125 – 134 |
Embodied discourses of literacy in the lives of two preservice teachers Donna Kalmbach Phillips & Mindy Legard Larson | 135 – 146 |
The perspectives and experiences of Hong Kong preschool teacher mentors: implications for mentoring Yuen-ling Li | 147 – 158 |
The lived experiences of elementary prospective teachers in mathematics content coursework Lynn C. Hart & Susan L. Swars | 159 – 172 |
Changing mathematics teachers' conceptions of assessment and feedback Helen Dixon & Mavis Haigh | 173 – 186 |
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Volume 22
Number 5, September 2009
Articles | |
Unfolding possibilities through a decolonizing project: indigenous knowledges and rural Japanese women Kimine Mayuzumi | 507 – 526 |
The story of leading mathematics teachers from teacher-trainees to key positions Dorit Patkin & Dvora Gesser | 527 – 548 |
'Snapped': researching the sexual cultures of schools using visual methods Louisa Allen | 549 – 561 |
Student and teacher negotiations of racial identity in an Afro-Ecuadorian region Ethan Allen Johnson | 563 – 584 |
Validity as intended: 'bursting forth toward' bridling in phenomenological research Mark D. Vagle | 585 – 605 |
Seeing red: poetry and metaphor as responses to representational challenges in critical narrative research Brenton J. Prosser | 607 – 622 |
Book reviews | |
Book reviews Greg Dimitriadis | 623 – 625 |
Deleuze and the arts of teaching and research Bronwyn Davies | 625 – 630 |
KLA
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