Tables of contents

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

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

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

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