Tables of contents

Editorial

Oon-Seng Tan

1–2

Articles

Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?

Darren A. Bryant & David R. Carless

3–15

The policies of reintroducing Liberal Studies into Hong Kong secondary schools

Fung Chun-Lok & Yip Wing-Yan

17–40

A neglected dimension in service-learning pedagogy: developing projects from the perspective of rural community stakeholders

Lemuel Sollano Toledano & Minie Rose C. Lapinid

41–57

Enabling teachers to become pedagogical leaders: case studies of two IDEAS schools in Singapore and Australia

Joy Oon Ai Chew & Dorothy Andrews

59–74

Editorial

Lejf Moos & John MacBeath

1–3

Articles

Mixing methods in randomized controlled trials (RCTs): validation, contextualization, triangulation and control

James P. Spillane, Amber Stitziel Pareja, Lisa Dorner, Carol Barnes et al

5–28

Formative assessment systems: evaluating the fit between school districts' needs and assessment systems' characteristics

Matthew Militello, Jason Schweid & Stephen G. Sireci

29–52

Implementing the mandate: the limitations of benchmark tests

Kim Bancroft

53–72

The voice of the pupils: an experimental comparison of decisions made by elected pupil councils, pupils in referenda, and teaching staff

Mikael Gilljam, Peter Esaiasson & Torun Lindholm

73–88

Erratum to: Why school based assessment is not a universal feature of high stakes assessment systems?

Iasonas Lamprianou & Thomas Christie

89–90

Articles

'Ready, set, grow!' Nurturing young children through gardening

Deanna Marie Pecaski McLennan

329–333

Missing the boat with technology usage in early childhood settings: a 21st century view of developmentally appropriate practice

Howard P. Parette, Amanda C. Quesenberry & Craig Blum

335–343

Curriculum design strategies in emergent literacy: the role of developmentally appropriate literature selections

Pauline Davey Zeece

345–350

Neuroscience, play and early childhood education: connections, implications and assessment

Stephen Rushton, Anne Juola-Rushton & Elizabeth Larkin

351–361

Empowering fathers of disadvantaged preschoolers to take a more active role in preparing their children for literacy success at school

Dona C. Bauman & Kathleen B. Wasserman

363–370

Early childhood educators' use of language-support practices with 4-year-old children in child care centers

Caroline Bouchard, Nathalie Bigras, Gilles Cantin, Sylvain Coutu et al

371–379

Applying technology to inquiry-based learning in early childhood education

Feng Wang, Mable B. Kinzie, Patrick McGuire & Edward Pan

381–389

Early childhood inservice and preservice teachers' perceived levels of preparedness to handle stress in their students

Jacqueline Onchwari

391–400

Families' selection of children's literature books

Olivia N. Saracho & Bernard Spodek

401–409

Preschool teachers' understandings of the national preschool curriculum in Greece

Efstratia Sofou & Vassilios Tsafos

411–420

Basic concepts in early childhood educational standards: a 50-state review

Bruce A. Bracken & Elizabeth Crawford

421–430

Articles

Issues of our time: science, religion, and literacy

Kenneth Tobin

1–4

Science and religion: what is at stake?

Wolff-Michael Roth

5–17

Skepticism, truth as coherence, and constructivist epistemology: grounds for resolving the discord between science and religion?

John R. Staver

19–39

Science, religion, and constructivism: constructing and understanding reality

Bhaskar Upadhyay

41–46

The conflict between science and religion: a discussion on the possibilities for settlement

Eliane Brigida Morais Falcão

47–54

Science, religion, and the quest for knowledge and truth: an Islamic perspective

Nidhal Guessoum

55–69

The return of the natural philosopher

Ed Lehner

71–78

All Christians? Experiences of science educators in Northern Ireland

Colette Murphy, Ivor Hickey & Jim Beggs

79–89

Science and religion: implications for science educators

Michael J. Reiss

91–101

The relationship between science and religion in the education of Protestant biology preservice teachers in a Brazilian university

Charbel N. El-Hani & Claudia Sepulveda

103–125

Science teachers' interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of science

Nasser Mansour

127–140

Using process drama to enhance pre-service teachers' understanding of science and religion

Pongprapan Pongsophon

141–156

Shortcomings of the human brain and remedial action by religion

K. Helmut Reich

157–162

Science and religion in a high school physics class: revisiting the source materials of 'The interaction of scientific and religious discourses'

Wolff-Michael Roth

163–167

Influence of interlocutor/reader on utterance in reflective writing and interview

Vivian M. Collyer

169–179

Linking experiences with emotions and the development of interpretive repertoires

Norah I. McRae

181–189

Does anyone really know anything? An exploration of constructivist meaning and identity in the tension between scientific and religious knowledge

Lisa J. Starr

191–200

Beyond space and across time: non-finalized dialogue about science and religion discourse

Pei-Ling Hsu

201–212

Scientists at play in a field of the Lord

David E. Long

213–235

Religion, nature, science education and the epistemology of dialectics

Konstantinos Alexakos

237–242

The conflict on Genesis: building an integral bridge between creation and evolution

Elisabeth Settelmaier

243–249

Teaching students to think critically about science and origins

Mark A. Seals

251–255

Science, religion and difficult dialectics

David E. Long

257–261