Table Of Content

Journal of Education for Teaching Contents of Volume 29, 2003 KDITORIAl. BOARD KDITORS Edgar Stones. University of Binninf’luini. Enf’lanci Peter Gilroy. Manchester Metropolitan University, En}>land REViKW.s EDITOR Anne Edwards. University of Binningham, England ASSISTANT EDITORS David Hartley, University of Dundee, Scotland: Ken Zeichner, University of Wisconsin-Madison, USA ASSOCIATE EDITORS Isabel Alarcao. Universidade de Aveiro, Portugal Richard Bates. Deakin University, Australia Landon Beyer, Indiana University, USA Raymond Bourdoncle, Institute National de Recherche Pedagogic/ue, Erance Robert V. Bullough, Jr, CITES, Brigham Young University, USA Maria das Gracas Eurtado Feldens, Universidade do Rio Grande do Sul, Brazil Peter Grimmett. Simon Fraser University, British Columbia, Canada Anne Adamik-Jaszo, Teacher Training College, Budapest, Hungaiy Nikolai I). Nikandrov. Presidium Russian Academy of Pedagogical Sciences, Russia Theodor Sander, Universiliit Osnabriick, Germany Peter Sullivan, La Trohe University, Australia .Shihichi Susuki. Waseda University, Japan Sumlee Thongthew, Chulalongkorn University, Thailand Zuoyu Zhou, Beijing Normal University, China The Journal of Education for Teaching is an established international perirxlical whieh publishes original eontributions on the subject of teacher education. It inteiprets ‘teacher education' in the widest sense, to include initial training, in-service education and staff development. The Journal welcomes scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and eontributions to eunent debates in teacher education throughout the world, generally or on specific issues. Editorial correspondence, including manuscripts for submission, should be addressed to Professor D. P. Gilroy, The Manchester Metropolitan University, Research Development Unit. All Saints. Oxford Road, Manchester MI5 6BH. England (e-mail: [email protected]). Contributors and potential contributors may alternatively send manuscripts and address enquiries to the appropriate AsstK’iate Editor. Full details concerning the preparation and submission of articles can be found in the Notes for Contributors. Books for review should be addressed to Professor Anne Edwards. School of Education. University of Birmingham, Birmingham BI5 2TT, England. Busine.ss correspondence, including orders and remittances relating to subscriptions, back numbers and offprints, should be addressed to the publisher: Carfax Publishing. Taylor & Francis Ltd, Customer Services Department, Rankine Road. Basingstoke. Hants RG24 8PR. UK. Tel.: -E 44 (0)1256 813(K)2; Fax: + 44(0)1256.330245. Advertising USA/Canada: The Advertising Manager, PCG, 875 Massachusetts Avenue. Suite 81. Cambridge. MA 021.39, USA. Tel.: + I 617 497 6514; Fax: + I 617 .3.54 6875. EU/Rest of World: The Advertising Manager. Taylor & Francis Ltd. 4 Park Square. Milton Park, Abingdon. Oxfordshire 0X14 4RN, UK. TeL: + 44 (0)12.35 828600; Fax: + 44 (0)12.35 829(K)0. Journal of Education for Teaching is subject to a peer review prcKcss and is published three times a year (April, July, November) by Carfax Publishing. Taylor & Francis Ltd, 4 Park Square, Milton Park, Abingdon. Oxfordshire 0X14 4RN, UK. Tel: + 44 (0)1235 828600; Fax: + 44 (0)1235 829(XK). These three issues constitute one volume. An annual volume contents and author index is bound in the last issue of each volume. ISSN 0260-7476 © 2()().3 Journal of Education for Teaching VOLUME 29 NUMBER 1 APRIL 2003 Editorial. The Use of Coffee Spoons in the Assessment of Teaching Edgar Stones (England) 3 Teacher Professionalisation and Professionalism in Portugal and Brazil: what do the policy documents tell? Maria Assun^-Ao Flores (Portugal) & Eneida Shiroma (Brazil) 5 Teacher Education Policy in South Africa: the voice of teacher educators Maureen Robinson (South Africa) 19 Getting in Step: accountability, accreditation and the standardization of teacher education in the United States Robert V. Bullough, Jr., D. Cecil Clark & Robert S. Patterson (USA) 35 Getting in Step: accountability, accreditation and the standardization of teacher education in the United States: a comment from England Mike Newby (England) 53 Beliefs, Attitudes and Practices in Mathematics Teaching: perceptions of Scottish primary school student teachers Donald S. Macnab & Fran Payne (Scotland) 55 BOOK REVIEWS Modern Lonf>ua^es Across the Curriculum (Michael Grenfell) reviewed by Carol Gray 69 World Class Schools: international perspectives on school effectiveness (David Reynolds, Bert Creemers, Sam Stringheld, Charles Teddlie & Gene Schaffer) reviewed by Ciaran Sugrue 71 Teaching Learning and the Curriculum in Secondary Schools (B. Moon, A. Shelton-Mayes & S. Hutchinson) reviewed by Gill Boag-Munroe 75 Education in a Post-Welfare Society (Sally Tomlinson) reviewed by Phil Hodkinson 78 Doing Early Childhood Research: international perspectives on theory and practice (Glenda MacNaughton, Shame A. Rolfe & Irani Siraj-Blatchford) reviewed by Julia Gillen 81 ! The Performing School: managing teaching and learning in a performance culture (D. Gleeson & C. Husbands) reviewed by Desmond Rutherford 82 Acknowledgements to Referees 87 f VOLUME 29 NUMBER 2 JULY 2003 Editorial. Games Teachers Play Edgar Stones (England) 93 The Attractions of Teaching: an investigation into why people change careers to teach Esther Priyadharshini & Anna Robinson-Pant (England) 95 School-based Learning: constraints and limitations in learning from school experience for teaching assistants Nadia Edmond (England) 113 Qualities of Collaboration, Professional Development and Teaching Improvement: an experience in a university context Jose M. Coronel, Maria J. Carrasco, Marisa Fernandez & Sebastian Gonzalez (Spain) 125 Integrated Science Teachers’ Instructional Competencies: an empirical survey in Rivers State of Nigeria Rosamund Dienye Green & Dele Osah-Ogulu (Nigeria) 149 Reaching Them Early: identifying and supporting prospective teachers Tamara Lucas & Jennifer Robinson (USA) 159 RESEARCH IN PROGRESS Readiness for Educational Reform—The Case of EEL Reading Teachers in Lebanon Ghazi M. Ghaith (Lebanon) 177 BOOK REVIEWS Learning and Teaching Reading (Rhona Stainthorp & Peter Tomlinson) reviewed by Roger Beard 179 i Refleetive Praetiee in Edneational Researeh (Linda Evans) reviewed by Olwen j McNamara 181 i Teaeher Learning for Edneational Change (Gary Hoban) reviewed by Olwen McNamara 181 Deconstructing Special Education and Constructing Inclusion (G. Thomas & A. Loxley) reviewed by Elias Avramidis 186 Teaching and Learning in Further Education (Prue Huddleston & Lorna Unwin) reviewed by Helen Colley 189 1 VOLUME 29 NUMBER 3 NOVEMBER 2003 Editorial. Only Connect (sic!) Edgar Stones (England) 195 Trained for Isolation: the impact of departmental cultures on student teachers’ views and practices of collaboration Jorge Avila de Lima (Portugal) 197 Beginning Teachers’ Situated Emotions: a study of first classroom experiences Luc Ria, Carole Seve, Jacques Saury, Jacques Theureau & Marc Durand (France) 219 Higher Education Institutions and Specialist Schools: potential partnerships Dawn Penney & Barrie Houlihan (Australia and England) 235 Institutional Change in Teacher Education: the faculty’s tale Ron Hoz, Anat Kainan, Dan Bowman. Olzan Goldstein & Arin Omri (Israel) 249 Time to Learn: pacing and the external framing of teachers’ work Ursula Hoadley (South Africa) 265 RESEARCH IN PROGRESS Convergence or Divergence? Initial Teacher Education Policy and Practice in England and Scotland Ian Menter. Ian Smith & Estelle Brisard (Scotland) 275 Collaborative Learning in Networked Environments: interaction through shared workspaces and communication tools PAivi Hakkinen (Finland) 279 BOOK REVIEWS Assessment: what's in it for schools? (Paul Weeden, Jan Winter & Patricia Broadfoot) reviewed by Stephen Newman 283 Reproducing Gender? Essays on Educational Theory and Eeminist Politics (Madeleine Arnot) reviewed by Gabrielle Ivinson 285 Discourse in Educational and Social Research (Maggie MacLure) reviewed by Tim Wineberg 287 The Micropolitics of Inclusive Education (Shereen Benjamin) reviewed by Christine Skelton 289 Linking Practice and Theory: the pedagogy of realistic teacher education (F. Korthagen) reviewed by Tim Wineberg 291 Title-page, Contents and Author Index, Volume 29, 2003 295 1