Volume 37
Number 1, January 2011
Editorial | |
Editorial Peter Gilroy | 1–3 |
Articles | |
Teaching controversial issues and teacher education in England and South Africa Vitallis Chikoko, James David Gilmour, Clive Harber et al | 5–19 |
Promoting teacher reflection: what is said to be done Juanjo Mena Marcos, Emilio Sanchez & Harm H. Tillema | 21–36 |
The contribution of gaining an academic qualification to teachers' professional learning Ruth Williams | 37–49 |
The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished? Diana Burton & Ruth Goodman | 51–61 |
School pupil change associated with a continuing professional development programme for teachers Jane Watson & Kim Beswick | 63–75 |
Literacy metaphors of pre-service teachers: do they change after instruction? Which metaphors are stable? How do they connect to theories? Donita Massengill Shaw & Marc Mahlios | 77–92 |
The different learning opportunities afforded student teachers in four secondary school subject departments in an initial teacher education school–university partnership in England Alaster Scott Douglas | 93–106 |
Research in practice | |
Teachers as knowledge producers at continuing professional development seminars in an English as a foreign language context Icy Lee | 107–108 |
Book reviews | |
Key Issues in Early Years Education Jane Andrews | 109–110 |
Mobile Learning Communities: Creating New Educational Futures Paul Bowen | 111–113 |
Achieving Your Masters in Teaching and Learning Russell Manning | 113–114 |
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Volume 22
Number 2, June 2010
Editorial | |
Researching applications and mathematical modelling in mathematics learning and teaching Gloria Stillman, Jill Brown & Peter Galbraith |
Articles | |
(Fish) Food for thought: authority shifts in the interaction between mathematics and reality Irit Peled |
CAS-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms Vince Geiger, Rhonda Faragher & Merrilyn Goos |
Cognitive load and modelling of an algebra problem Mohan Chinnappan |
How high is the tramping track? mathematising and applying in a calculus model-eliciting activity Caroline Yoon, Tommy Dreyfus & Michael O. J. Thomas |
Is there life after modelling? student conceptions of mathematics Ken Houston, Glyn Mather & Leigh N. Wood |
Teachers as managers of the modelling process Thomas Lingefjärd & Stephanie Meier |
The academic merits of modelling in higher mathematics education: a case study Jacob Perrenet & Ivo Adan |
University students' difficulties in solving application problems in calculus: student perspectives Sergiy Klymchuk, Tatyana Zverkova, Norbert Gruenwald et al |
Young children's early modelling with data Lyn D. English |
KLA
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Volume 24
Number 1, January 2011
Articles | |
Rapid serial naming and reading ability: the role of lexical access Jessica A. R. Logan, Christopher Schatschneider & Richard K. Wagner | 1–25 |
Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten children George Manolitsis & Eufimia Tafa | 27–53 |
An implicit test of Chinese orthographic satiation Chao-Ming Cheng & Ying-Hsiang Lan | 55–90 |
Training letter and orthographic pattern recognition in children with slow naming speed Nicole J. Conrad & Betty Ann Levy | 91–115 |
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Volume 19
Number 3, September 2010
Editorial | |
Editorial Steve Kennewell | 293–294 |
Articles | |
Images of the future for education? Videoconferencing: a literature review Tony Lawson, Chris Comber, Jenny Gage et al | 295–314 |
Videoconferencing in English schools: one technology, many pedagogies? Tony Lawson & Chris Comber | 315–326 |
Collaborative digital learning in schools: teacher perceptions of purpose and effectiveness Roger Austin, Jane Smyth, Angela Rickard et al | 327–343 |
Social software for reflective dialogue: questions about reflection and dialogue in student teachers' blogs Carina Granberg | 345–360 |
A discourse analysis of trainee teacher identity in online discussion forums Brian Irwin & Alison Hramiak | 361–377 |
KLA
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