Table Of Content

EDUCATIONAL REVIEW Contents of Volume 53, 2001 Editorial Board DEIRDRE MARTIN (Executive Editor) GRAHAM BUTT Tep COLE IAN GROSVENOR CLive HARBER FRANK MERRETT RUTH WaTTS International Advisory Board DEBORAH BERRILL, Trent-Queen’s Concurrent Teacher Education Program, Trent University, Ontario, Canada; TREVoR CaiRNEY, CRRI, University of Western Sydney, Australia; Jose M. Esteve, Facultad de Ciencias de la Educacitin, University de Mglaga, Spain; HILARY JANKs, English Department, University of Witwatersrand, Johannesburg; ZALIZAN JeLas, Facultyof Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia: INGRID NILSSON, Department of Education, University of Umea, Sweden: DAvip PHILIPs, Ministry of Education, Wellington, New Zealand; Risto RINNE, Research Unit for the Sociology of Education, University of Turku, Finland; PETER SLEEGES, Katholieke Universiteit Nijmegen, Department of Education Science, The Netherlands; TosHiAki SUTOH, Department of Education Studies, Daito-Bunka University, Tokyo. Educational Review is a leading journal for generic educational research and scholarship. For overhalf a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education. The editors welcome informed papers from new and established scholars which encourage and enhance academic debate. The journal offers two editions a year which publishnon-commissioned papers and the third issue which deals with a current topic in-depth. A regular feature of the journal is state-of-the-art reviews on issues across the educational spectrum. An extensive range of recently published books is reviewed. Readership is aimed at educationists, researchers, and policy makers. For further details on the journal, including contents pages, please visit the Taylor & Francis Website at http://www.tandf.co.uk/journals Editorial correspondence, including books for review, should be addressed to the Editors, Educational Review, School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. Business correspondence, including orders and remittances relating to subscriptions, back numbers and sample copies, should be addressed to the publisher: Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Road, Basingstoke, Hants RG24 8PR, UK. Tel: + 44 (0)1256 813002; Fax: + 44 (0)1256 330245. Advertising USA/Canada: The Advertising Manager, PCG, 875 Massachusetts Avenue, Suite 81, Cambridge. MA 02139, USA. Tel: + 1 617 497 6514; Fax: + 1 617 354 6875 EU/Rest of World: The Advertising Manager, Taylor & Francis Ltd, PO Box 25, Abingdon, Oxfordshire OX14 3UE, UK. Tel: + 44 (0)1235 401 000; Fax: + 44 (0)1235 401 550. Educational Review is subject to a peer review process and is published three times a year (February, June and November) by Carfax Publishing, Taylor & Francis Ltd, 11 New Fetter Lane, London EC4P 4EE, UK. Tel: + 44 (0)207 583 9855; Fax: + 44 (0)207 842 2298. These three issues constitute one volume. An annual volume contents and author index is bound in the last issue of each volume. 2001 Educational Review All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical. photocopying. recording or otherwise without the written permission of the copyright holder. Educational Review Volume 53. Number 1 February 2001 Carey Jewitt, Gunther Kress, Jon Ogborn & Charalampos Tsatsarelis. Exploring Learning Through Visual, Actional and Linguistic Communi- cation: the multimodal environment of a science classroom i) Anastasia Houndoumadi & Lena Pateraki. Bullying and Bullies in Greek Elementary Schools: pupils’ attitudes and teachers’/patients’ awareness 19 Chris Kyriacou. Teacher Stress: directions for future research lighiz M. Sinagatullin. Expectant Times: rural education in Russia Kathy Hall. Level Descriptions and Curriculum Relatedness in English at Key Stage | 47 Elaine Hall. Babies, Books and ‘Impact’: problems and possibilities in the evaluation of a Bookstart project Bernard Barker. Do Leaders Matter? Book Reviews Volume 53. Number 2 June 2001 Special Issue: Inclusion in Practice Ted Cole. Introduction to “Inclusion in Practice’ Roger Slee. “Inclusion in Practice’: does practice make perfect? Thea Peetsma, Margaretha Vergeer, Jaap Roeleveld & Sjoerd Karsten. Inclusion in Education: comparing pupils’ development in special and regular education Paul Croll. Children with Statements in Mainstream Key Stage Two Classrooms: a survey in 46 primary schools Richard Rose. Primary School Teacher Perceptions of the Conditions Required to Include Pupils with Special Educational Needs 147 Penny Lacey. The Role of Learning Support Assistants in the Inclusive Learning of Pupils with Severe and Profound Learning Difficulties Susan Hallam & Frances Castle. Exclusion from School: what can help prevent it? 169 Steve Powers. Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools 181 A) Tina Cook & John Swain. Parents’ Perspectives on the Closure of a Special School: towards inclusion in partnership 19] Julie Allan & Sally Brown. Special Schools and Inclusion 199 Book Reviews 209 7 Volume 53) Number 3 November 2001 David Hicks. Re-examining the Future: the challenge for citizen education 229 Helen M. Gunter. Teacher Appraisal Research Networks 1980-2000 24) Benny H. W. Yung. Examiner, Policeman or Students’ Companion: teachers perceptions of their role in an assessment reform 251 lan Davies, Marta Fiilép, Merryn Hutchings, Alistair Ross & Ibolya Vari-Szilagyi. Enterprising Citizens? Perceptions of citizenship education and enterprise education in England and Hungary 261 Cedric Cullingford & Helen Swift. Beleagured by Information? The reactions of headteachers to school effectiveness initiatives 09 Jean Mills. Self-constuction Through Conversation and Narrative in Interviews tod Akito Okada. Japan as a Prototype of the “Degreeocracy’ Society? Pat Smith. Mentors as Gate-keepers: an exploration of professional formation tva n Book Reviews List of Referees Title-page and Contents, Volume 53, 2001