Tables of contents

Editorial

Bringing culture back in

Lawrence J. Saha

137–139

Articles

Novice teachers’ experience of teaching: a dynamic aspect of burnout

Bella Gavish & Isaac A. Friedman

141–167

Changing career and changing identity: how do teacher career changers exercise agency in identity construction?

Elaine Wilson & Rosemary Deaney

169–183

The influence of culture on teacher commitment

Nordin Abd Razak, I. Gusti Ngurah Darmawan & John P. Keeves

185–205

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Mara Westling Allodi

207–235

The relationship between parental involvement, self-regulated learning and reading achievement of fifth graders: a path analysis using the ECLS-K database

Min Xu, Susan N. Kushner Benson, Renee Mudrey-Camino & Richard P. Steiner

237–269

Social preference, social prominence and group membership in late elementary school: homophilic concentration and peer affiliation configurations

Thomas W. Farmer, Matthew J. Irvin, Man-Chi Leung, Cristin M. Hall, Bryan C. Hutchins & Erin McDonough

271–293

Original articles

The mind at every stage has its own logic: John Dewey as genetic psychologist

Thomas Daniel Fallace

129–146

Dewey, situationism and moral education

Matthew P. Pamental

147–166

Does ethical theory have a place in post-Kohlbergian moral psychology?

Bruce Maxwell

167–188

Making hollow men

Charles W. Harvey

189–201

Dispositions in education: nonentities worth talking about

Laurance J. Splitter

203–230

Messianic pedagogy

Tyson Lewis

231–248

Abandoning theoretical fortresses: possibilities for interaction

William Proefriedt

249–264

Editorial comment

Changes in the editorial team of Curriculum Inquiry

Dennis Thiessen

407–408

Editorial

Interruption and imagination in curriculum and pedagogy, or how to get caught inside a strange loop

Rubén A. Gaztambide-Fernández

409–417

Articles

Staging the crisis: teaching, capital and the politics of the subject

Noah De Lissovoy

418–435

Toward a practice of polyphonic dialogue in multicultural teacher education

Renée Depalma

436–453

Committed white male teachers and identifications: toward creative identifications and a 'second wave' of white identity studies

James C. Jupp & G. Patrick Slattery Jr.

454–474

Cultivating racial literacy in white, segregated settings: emotions as site of ethical engagement and inquiry

Amy E. Winans

475–491

Contributors

Contributors

492–493

Editorial

Changes in the Editorial Team of Curriculum Inquiry

Richard Byers

182–182

Original articles

Strengthening the special educational needs element of initial teacher training and education

Gill Golder, Nicky Jones & Erica Eaton Quinn

183–190

Focus on practice

Special school headship in times of change: impossible challenges or golden opportunities?

John Baker

191–197

Needs or rights? A challenge to the discourse of special education

Katherine Runswick-Cole & Nick Hodge

198–203

Research section

Nurture groups: a large-scale, controlled study of effects on development and academic attainment

Sue Reynolds, Tommy MacKay & Maura Kearney

204–212

'Asking how instead of why': exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project

Eve Griffiths

213–221

Points from the SENCo-forum

Can test scores answer SENCos' questions?

Klaus Wedell

222

Politics page UK

Politics page UK

Ruth Germain

223–224

Book reviews

The psychology of dyslexia: a handbook for teachers with case studies – by Michael Thomson

Jane Mott

225–225

Spelling, handwriting and dyslexia: overcoming barriers to learning – by Diane Montgomery

Mary E. Chambers

226–226

Dyslexia in the primary classroom – by Wendy Hall

Glynnis Smith

226–227

Index to Volume 36 (2009)

Index to Volume 36 (2009)

228–228