Volume 17
Number 3, August 2010
Editorial | |
Examinations versus teacher assessments Jo-Anne Baird | 251 – 254 |
Articles | |
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Classification consistency when scores are converted to grades: examination marks versus moderated school assessments Robert G. MacCann & Gordon Stanley | 255 – 272 |
What happens when high-stakes testing stops? Teachers' perceptions of the impact of compulsory national testing in science of 11-year-olds in England and its abolition in Wales Sue Collins, Michael Reiss & Gordon Stobart | 273 – 286 |
Fears for tiers: are candidates being appropriately rewarded for their performance in tiered examinations? Christopher Wheadon & Anton Béguin | 287 – 300 |
'You know what you've done right and what you've done wrong and what you need to improve on': New Zealand students' perspectives on feedback Judy A. Williams | 301 – 314 |
Profiles of education assessment systems worldwide | |
Educational assessment in England Tina Isaacs | 315 – 334 |
Book review | |
Testing times: the uses and abuses of assessment Margaret Price | 335 – 337 |
KLA
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Volume 15
Number 1, May 2010
Articles | |
Reducing the effects of auditory and visual distraction on the math performances of students with Attention Deficit Hyperactivity Disorder Suneeta Kercood & Janice A. Grskovic | 1 – 11 |
Strategy acquisition by children with general learning difficulties through metacognitive training Mélanie S. Bosson, Marco G. P. Hessels, Christine Hessels-Schlatter, Jean-Louis Berger et al | 13 – 34 |
In search of a simple assessment instrument for identifying dyslexia in university students Kate Chanock, David Farchione, Wendy Paulusz, Sally Freeman & Livia Lo Giudice | 35 – 49 |
Literacy skills of children born preterm Alison Holm & Sharon Crosbie | 51 – 69 |
Learning with dyslexia in secondary school in New Zealand: What can we learn from students' past experiences? Linda Rowan | 71 – 79 |
Issues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention Gary Woolley | 81 – 98 |
Australian pre-service teachers' knowledge of phonemic awareness and phonics in the process of learning to read Ruth Fielding-Barnsley | 99 – 110 |
Book Reviews | |
Dyslexia-friendly practice in the secondary classroom Genevieve M. McArthur | 111 – 112 |
Collaborative individualized education process: RSVP to IDEA Phil Foreman | 112 – 113 |
KLA
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Volume 31
Number 5, 31 August 2010
Editorial | |
The sociology of disability and education Madeleine Arnot, Philip Brown, Amanda Coffey, Miriam David et al | 529 – 535 |
Articles | |
A tribute to Len Barton Sally Tomlinson | 537 – 546 |
Disability studies, disabled people and the struggle for inclusion Mike Oliver & Colin Barnes | 547 – 560 |
Revisiting the politics of special educational needs and disability studies in education with Len Barton Roger Slee | 561 – 573 |
Lessons for higher education: the university as a site of activism Kathleen Lynch | 575 – 590 |
The heterodoxy of student voice: challenges to identity in the sociology of disability and education Susan J. Peters | 591 – 602 |
The sociology of disability and the struggle for inclusive education Julie Allan | 603 – 619 |
A time for the universal right to education: back to basics Marcia H. Rioux & Paula C. Pinto | 621 – 642 |
Response | |
Len Barton | 643 – 650 |
KLA
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Volume 1
Number 1, May 2010
Editorial Steve Walsh | 1 – 3 |
Articles | |
Locusts, snowflakes and recasts: complexity theory and spoken interaction Paul Seedhouse | 4 – 24 |
On the contingent nature of language-learning tasks John Hellermann & Simona Pekarek Doehler | 25 – 45 |
Historical explanations as situated practice in content and language integrated learning Ana Llinares & Tom Morton | 46 – 65 |
Incidental microgenetic development in second-language teacher–learner talk-in-interaction Rémi A. van Compernolle | 66 – 81 |
Is there such a thing as a typical language lesson? Amanda Howard | 82 – 100 |
KLA
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