Volume 37
Number 4, December 2009
Articles | |
Teaching the alphabet: reconciling the past and the present Linda Shidler & Tara Harrigan | 239–240 |
Teachers' use of scaffolding strategies during read alouds in the preschool classroom Jill M. Pentimonti & Laura M. Justice | 241–248 |
Research on children's play: analysis of developmental and early education journals from 2005 to 2007 Mei-Fang Cheng & James E. Johnson | 249–259 |
Exploring animal-assisted programs with children in school and therapeutic contexts Lori Friesen | 261–267 |
The role of action research in fostering culturally-responsive practices in a preschool classroom Mariana Souto-Manning & Christina Hanson Mitchell | 269–277 |
Interactive dynamic assessment with children learning EFL in Kindergarten Zheng Lin | 279–287 |
Reported research funding in four early childhood journals Bridget A. Walsh & Claudia Sanchez | 289–293 |
Optimizing early mathematics experiences for children from low-income families: a study on opportunity to learn mathematics Aubrey H. Wang | 295–302 |
Social and emotional learning in the Kindergarten classroom: evaluation of the Strong Start Curriculum Thomas J. Kramer, Paul Caldarella, Lynnette Christensen & Ryan H. Shatzer | 303–309 |
Teacher mentoring and early literacy learning: a case study of a mentor-coach initiative Grace Onchwari & Jared Keengwe | 311–317 |
Environmental factors affecting preschoolers' motor development Fotini Venetsanou & Antonis Kambas | 319–327 |
KLA
Subject Heading
Volume 4
Number 4, December 2009
Articles | |
Difference as a resource for learning and enhancing science education Kenneth Tobin | 755–760 |
Resuscitating the critical in the biological grotesque: blood, guts, biomachismo in science/education and human guinea pig discourse Matthew Weinstein & Matthew Broda | 761–780 |
Gross's anatomy: textual politics in science/biology education research Giuliano Reis | 781–790 |
Refiguring the human Mark Zuss | 791–798 |
Dialectics, dialogics and other ways of reading us Matthew Weinstein & Matthew Broda | 799–801 |
'Kindergarten, can I have your eyes and ears?' politeness and teacher directive choices in inquiry-based science classrooms Alandeom Wanderlei Oliveira | 803–846 |
Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms? Emily H. van Zee | 847–854 |
'Polite directiveness' in science inquiry: a contradiction in terms? John Lawrence Bencze | 855–864 |
From professional development to classroom instruction: addressing issues related to science inquiry discourse Alandeom W. Oliveira | 865–873 |
Conceptual continuity and the science of baseball: using informal science literacy to promote students' science learning Bryan A. Brown & Matt Kloser | 875–897 |
Heterogeneous performances of conceptual dis/continuity: a dialectic reading of Brown and Kloser's article SungWon Hwang & Mijung Kim | 899–911 |
Finding science in students' talk Jennifer Yeo | 913–919 |
A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning Bryan A. Brown & Matt Kloser | 921–928 |
Going to school with Madame Curie and Mr. Einstein: gender roles in children's science biographies Trevor Owens | 929–943 |
The gendering of Albert Einstein and Marie Curie in children's biographies: some tensions Rachel E. Wilson, Amber R. Jarrard & Deborah J. Tippins | 945–950 |
Raising critical issues in the analysis of gender and science in children's literature Sonya N. Martin & Christina A. Siry | 951–960 |
A mirror of society: a discourse analytic study of 15- to 16-year-old Swiss students' talk about environment and environmental protection Albert Zeyer & Wolff-Michael Roth | 961–998 |
On ecological reflections: the tensions of cultivating ecojustice and youth environmentalism Michael P. Mueller | 999–1012 |
Interpretive repertoires as mirrors on society and as tools for action: reflections on Zeyer and Roth's A mirror of society Catherine Milne | 1013–1022 |
KLA
Subject Heading
Volume 40
Number 4, December 2009
Articles | |
Magic women on the margins: eccentric models in Mary Poppins and Ms Wiz Cristina Pérez Valverde | 263–274 |
Colonizing bodies: corporate power and biotechnology in young adult science fiction Stephanie Guerra | 275–295 |
Ted Hughes: the development of a children's poet Michael Lockwood | 296–305 |
David Almond's Skellig: 'a new vista of contemplation'? Susan Louise Stewart | 306–319 |
Postmodern investigations: the case of Christopher Boone in The Curious Incident of the Dog in the Night-time Stefania Ciocia | 320–332 |
From romance to magical realism: limits and possibilities in gay adolescent fiction Thomas Crisp | 333–348 |
KLA
Subject Heading
Volume 23
Number 1, January 2010
Articles | |
Can measuring psychosocial factors promote college success? Jeff Allen, Steven B. Robbins & Richard Sawyer | 1 – 22 |
A comparison of IRT linking procedures Won-Chan Lee & Jae-Chun Ban | 23 – 48 |
A case of inconsistent equatings: how the man with four watches decides what time it is Samuel A. Livingston & Judit Antal | 49 – 62 |
Providing subscale scores for diagnostic information: a case study when the test is essentially unidimensional Clement A. Stone, Feifei Ye, Xiaowen Zhu & Suzanne Lane | 63 – 86 |
Stability of Rasch scales over time Catherine S. Taylor & Yoonsun Lee | 87 – 113 |
Book review | |
Improving Testing for English Language Learners, by Kopriva, R. J. New York: Routledge (2008) John W. Young | 114 – 117 |
KLA
Subject Heading
There are no Conferences available in this issue.