Volume 27
Number 1, March 2011
Editorial | |
Roger Atkinson & Catherine McLoughlin |
Outstanding paper awards | |
An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education Barney Dalgarno, Mark JW Lee, Lauren Carlson et al |
Using social network metrics to assess the effectiveness of broad based admission practices Shane Dawson, Leah Macfadyen, Lori Lockyer et al |
Key elements of the tutorial support management model Grace Lynch & Philip Paasuke |
Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of 'relatedness to country' Anthony McKnight, Garry Hoban & Wendy Nielsen |
Publishing and perishing: the critical importance of educational design research Thomas C Reeves, Susan McKenney & Jan Herrington |
Tertiary sector | |
Using video annotation to reflect on and evaluate physical education pre-service teaching practice Meg Colasante |
From socialisation to internalisation: cultivating technological pedagogical content knowledge through problem-based learning Meng Yew Tee & Shuh Shing Lee |
Schools sector | |
Information skills and critical literacy: where are our digikids at with online searching and are their teachers helping? Judine Ladbrook & Elizabeth Probert |
The intersections of curriculum development: music, ICT and Australian music education Jane Southcott & Reneé Crawford |
Why don't all maths teachers use dynamic geometry software in their classrooms? Gerrit Stols & Jeanne Kriek |
Integrating online learning in NSW secondary schools: three schools' perspectives of ICT adoption Edwina Neyland |
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Volume 18
Number 1, February 2011
Editorial | |
Jane Miller | 1 – 2 |
Articles | |
Teaching and learning about language change (Part one) Gerry Gregory | 3 – 15 |
Something more than straws and sticks and bits of coloured paper: English at Hackney Downs (formerly The Grocers' Company's School), 1876–1881 John Hardcastle | 17 – 29 |
Somewhere between what is and what if: fictionalisation and ethnographic inquiry Malcolm Reed | 31 – 43 |
Critically enlightened romantic values and English pedagogy: a response to Peter Medway David Stevens | 45 – 56 |
Disturbing reading: JM Coetzee's 'The Problem of Evil' Aparna Mishra Tarc | 57 – 66 |
Grotesque encounters with adolescence: reading Carson McCullers' The Member of the Wedding Katherine Bell | 67 – 73 |
Evolution and contingency: poetry, curriculum and culture in Victoria, Australia Mary Weaven & Tom Clark | 75 – 84 |
A case of generativity in a culturally and linguistically complex English language arts Classroom Allison Skerrett | 85 – 97 |
Formative assessment in EFL writing: an exploratory case study Icy Lee | 99 – 111 |
Writing someone else's diary Bob Blaisdell | 113 – 117 |
Book review | |
The Origins of Grammar: An Anthropological Perspective Gerry Gregory | 119 – 121 |
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Volume 22
Number 2, March 2011
Articles | |
Re-examining the similarities between teacher and student conceptions about physical science Jacob N Burgoon, Mandy L Heddle & Emilio Duran | 101–114 |
Elementary students' scientific epistemological beliefs in relation to socio-economic status and gender Kudret Ozkal, Ceren Tekkaya, Semra Sungur et al | 115–127 |
If we teach them, they can learn: young students' views of nature of science during an informal science education program Cassie Quigley, Khemmawadee Pongsanon & Valarie L Akerson | 129–149 |
Elementary science students' motivation and learning strategy use: constructivist classroom contextual factors in a life science laboratory and a traditional classroom Andrea R Milner, Mark A Templin & Charlene M Czerniak | 151–170 |
Preservice elementary teachers' development of self-efficacy and confidence to teach science: a case study Amanda M Gunning & Felicia Moore Mensah | 171–185 |
Changes in preservice elementary teachers' personal science teaching efficacy and science teaching outcome expectancies: the influence of context Richard P Hechter | 187–202 |
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Volume 17
Number 1, January 2011
Editorial | |
Editorial Frances O'Connell Rust | 1 – 4 |
Articles | |
Discussing discussion: a video club in the service of math teachers' National Board preparation Andrew Brantlinger, Miriam Gamoran Sherin & Katherine A Linsenmeier | 5 – 33 |
Social scripts in educational technology and inclusiveness in classroom practice Irma Heemskerk, Monique Volman, Geert ten Dam et al | 35 – 50 |
Supporting the technology-enhanced collaborative inquiry and design project: a teacher's reflections on practices Marjut Viilo, Pirita Seitamaa-Hakkarainen & Kai Hakkarainen | 51 – 72 |
Promoting thinking, problem-solving and reasoning during small group discussions Robyn M Gillies | 73 – 89 |
Better serving the needs of limited English proficient (LEP) students in the mainstream classroom: examining the impact of an inquiry-based hybrid professional development program Mary Hutchinson & Xenia Hadjioannou | 91 – 113 |
Key experiences in student teachers' development Paulien C Meijer, Gitta de Graaf & Jacobiene Meirink | 115 – 129 |
Teachers' conceptions and their approaches to teaching in virtual reality and simulation-based learning environments Tuulikki Keskitalo | 131 – 147 |
Program portfolios: documenting teachers' growth in reflection-based inquiry Rebecca K Fox, C Stephen White & Julie K Kidd | 149 – 167 |
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