Volume 22
Number 3, August 2010
Editorial John MacBeath & Lejf Moos | 177–180 |
Articles | |
Value-added measures for schools in England: looking inside the 'black box' of complex metrics Anthony Kelly & Christopher Downey | 181–198 |
Reflections on Practice | |
The challenges of small-scale evaluation in a foreign country: reflections on practice Lesley Saunders | 199–213 |
Adaptation of Kirkpatrick's four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education Ludmila Praslova | 215–225 |
Time to the doctorate: Multilevel discrete-time hazard analysis Hesborn O. Wao | 227–247 |
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Volume 38
Number 3, October 2010
Guest Editorial | |
From urban homelessness to rural work: international origins of the orphan trains Mary Renck Jalongo | 165–170 |
Articles | |
Photo-booklets for English Language Learning: incorporating visual communication into early childhood teacher preparation Susan Britsch | 171–177 |
Home visits: how do they affect teachers' beliefs about teaching and diversity? Miranda Lin & Alan B. Bates | 179–185 |
Head start teachers' views of phonological awareness and vocabulary knowledge instruction Patrick M. O'Leary, Mary K. Cockburn, Douglas R. Powell & Karen E. Diamond | 187–195 |
Fostering cross cultural competence in preservice teachers through multicultural education experiences Jared Keengwe | 197–204 |
Connecting literacy and science to increase achievement for English Language Learners Margarita Huerta & Julie Jackson | 205–211 |
Investigating toddlers' and parents' storybook reading during morning transition Boh Young Lee | 213–221 |
Using math journals to enhance second graders' communication of mathematical thinking Kathleen Kostos & Eui-kyung Shin | 223–231 |
Benchmarks curricular planning and assessment framework: utilizing standards without introducing standardization Erika N. Feldman | 233–242 |
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Volume 5
Number 3, September 2010
Guest Editorial | |
Publishing in an era of excess Kenneth Tobin | 525–531 |
Articles | |
Engaging young children in collective curriculum design Maria Inês Mafra Goulart & Wolff-Michael Roth | 533–562 |
The re-theorisation of collective pedagogy and emergent curriculum Marilyn Fleer | 563–576 |
Collective curriculum design as a tool for rethinking scientific literacy Katerina Plakitsi | 577–590 |
Sardonic science? The resistance to more humanistic forms of science education T. G. K. Bryce | 591–612 |
Academic science, cultural intransigence, and devious educo-politics Glen S. Aikenhead | 613–619 |
The resistance to more humanistic forms of science education Brandon Rodriguez | 621–624 |
Navigating role forces and the aesthetic | authentic caring dialectic: a novice urban science teacher's developmental trajectory Maria S. Rivera Maulucci | 625–647 |
Roles, caring and learning to teach science David Geelan, Felicia Moore Mensah, Jrène Rahm & Maria Rivera Maulucci | 649–633 |
Chinese perceptions of the interface between school and museum education Changyun Kang, David Anderson & Xinchun Wu | 665–684 |
Examining the complexities of school-museum partnerships Preeti Gupta, Jennifer Adams, James Kisiel & Jennifer Dewitt | 685–699 |
Time and space: undergraduate Mexican physics in motion Antonia Candela | 701–727 |
Student trajectories in physics: the need for analysis through a socio-cultural lens Mara Zapata | 729–734 |
Looking from a CHAT-IT perspective to undergraduate Mexican physics: organizational trajectories or professors as agents of change? Ajda Kahveci | 735–741 |
Identity and biography as mediators of science and mathematics faculty's involvement in K–12 service Allison Skerrett & Hannah Sevian | 743–766 |
Restructuring the relationship between STEM faculty and K–12: crafting a figured world of partnership Merfat Fayez | 767–773 |
Reconceptualizing the relationship between universities and schools: a dialectic and polysemic approach Gene Fellner & Christina Siry | 775–785 |
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Volume 60
Number 1, June 2010
Articles | |
Reading fluency: implications for the assessment of children with reading disabilities Elizabeth B. Meisinger, Juliana S. Bloom & George W. Hynd | 1–17 |
Spelling deficits in dyslexia: evaluation of an orthographic spelling training Elena Ise & Gerd Schulte-Körne | 18–39 |
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: outcomes from two instructional approaches Joseph K. Torgesen, Richard K. Wagner, Carol A. Rashotte, Jeannine Herron & Patricia Lindamood | 40–56 |
Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities' response to treatment? Mary Beth Calhoon, Alexia Sandow & Charles V. Hunter | 57–85 |
Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography Ute Dürrwächter, Alexander N. Sokolov, Jens Reinhard, Gunther Klosinski & Susanne Trauzettel-Klosinski | 86–101 |
An fMRI study of multimodal semantic and phonological processing in reading disabled adolescents Nicole Landi, W. Einar Mencl, Stephen J. Frost, Rebecca Sandak & Kenneth R. Pugh | 102–121 |
KLA
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