Journal of Education for Teaching: JET 2009: Vol 35 Index & Table of Contents

2009·0.23 MB·English

Journal of Education for Teaching
Contents and author index, Volume 35, 2009
FOUNDING EDITOR
Edgar Stones
EDITORIAL BOARD
EDH OR Peter Gilroy, Manchester Metropolitan University, England
REVIEWS EDITOR Allan Soares, University of Birmingham, England
ASSISTANT EDITOR Ken Zeichner, University ofWisconsin-Madison, USA
ASSOCIATE EDITORS
Anne Adamik-Jaszo, Teacher Training College, Budapest, Hungary
Isabel Alarcdo, Universidade deAveiro, Portugal
Noeline Alcorn, University of Waikato, New Zealand
Richard Bates, Deakin University, Australia
Robert V. Bullough, Jr, CITES, Brigham Young University, USA
Maria das Gracas Furtado Feldens, Universidade do Rio Grande do Sul, Brazil
Peter Grimmett, Simon Fraser University, British Columbia, Canada
Regis Malet, Universite de Lille 3, France
Paul Morris, Hong Kong Institute of Education
Nikolai D. Nikandrov, Presidium Russian Academy of Pedagogical Sciences, Russia
Theodor Sander, Universitdt Osnabriick, Germany
Peter Sullivan, La Trobe University, Australia
Shin'ichi Susuki, Waseda University, Japan
Sumlee Thongthew, Chulalongkorn University, Thailand
Kirsi Tirri, University of Helsinki, Finland
Gaby Weiner, Umed University, Sweden
Zuoyu Zhou, Beijing Normal University, China
VOLUME 35 NUMBER 1 FEBRUARY 2009
Editorial
Peter Gilroy 1
Articles
Bullying and the postgraduate trainee teacher: a comparative study
Keira Sewell, Tim Cain, Alex Woodgate-Jones and Anne Srokosz (England) 3
Teachers’ experiences of mentoring on a flexible initial teacher education
programme: implications for partnership development
Maggie Pitfield and Liz Morrison (England) 19
Teaching in culturally diverse contexts: what knowledge about ‘self and
‘others’ do teachers need?
Ninetta Santoro (Australia) 33
Rehearsing to teach: content-specific deconstruction of instructional
explanations in pre-service teacher training
Noriyuki Inoue (USA) 47
Assessment policy and practice effects on New Zealand and Queensland
teachers’ conceptions of teaching
Gavin T.L. Brown, Robert Lake and Gabrielle Matters
(New Zealand and Australia) 61
Towards a new professionalism: enhancing personal and professional
development in teacher education
Birgitte Malm (Sweden) 77
Research in progress
From a medicinal to educational context: implementing a signature
pedagogy for enhanced parent-teacher communication
Benjamin H. Dotger (USA) 93
Book reviews 95
Acknowledgement to referees and book reviewers 103
VOLUME 35 NUMBER 2 MAY 2009
Editorial
Peter Gilroy 105
Articles
Education for ethically sensitive teaching in critical incidents at school
Eija Hanhimdki and Kirsi Tirri (Finland) 107
Articulation and re-articulation: development of a model for providing
quality feedback to pre-service teachers on practicum
Stephanie White (New Zealand) 123
Mentors’ written lesson appraisals: the impact of different mentoring
regimes on the content of written lesson appraisals and the match with
pre-service teachers’ perceptions of content
Roger Lock, Allan Soares and Julie Foster (England) 133
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Understanding mainland Chinese students’ motivations for choosing
teacher education programmes in Hong Kong
Xuesong Gao and John Trent (China) 145
The effectiveness of cooperative learning with trainee teachers
Garry Hornby (New Zealand) 161
District professional development models as a way to introduce
primary-school teachers to natural science curriculum reforms
in one district in South Africa
Bongani D. Bantwini (South Africa) 169
Reforming further education teacher training: a policy communities and
policy networks analysis
David Holloway (England) 183
Book reviews 197
VOLUME 35 NUMBER 3 AUGUST 2009
Editorial
Peter Gilroy 203
Articles
Transversal training within secondary teachers’ training in the face of
current reforms in France
Guy Lapostolle, Sophie Genelot and Bonjils Beatrice Mahilon (France) 205
The appropriateness of teacher self-disclosure: a comparative study of
China and the USA
Shaoan Zhang, Qingmin Shi and Shiqi Hao (USA) 225
The wicked and complex in education: developing a transdisciplinary
perspective for policy formulation, implementation and professional
practice
Anne Bore and Nigel Wright (England) 241
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Transformational experiences and deep learning: the impact of an
intercultural study visit to India on UK initial teacher education students
Stephen Scqffham and Jonathan Barnes (England) 257
Promoting the scholarship of teaching through reflective e-portfolios in
teacher education
Una Pelliccione and Glenda Raison (Australia) 271
Initial teacher education in the panopticon
Chris Wilkins and Phil Wood (England) 283
Research in progress
Formative assessment practices in reading instruction in pre-service
teachers’ elementary school classrooms
Kathleen Carroll Luttenegger (USA) 299
Book reviews 303
VOLUME 35 NUMBER 4 NOVEMBER 2009
Special issue: Capacity building in teacher education research
Guest editors: Ian Menter and Jean Murray
Editorial
Peter Gilroy 313
Introduction
Capacity building in teacher education research
Ian Menter and Jean Murray (Scotland and England) 315
Articles
A critical history of research assessment in the United Kingdom and its
post-1992 impact on education
Peter Gilroy and Olwen McNamara (England) 321
Research capacity building in teacher education: Scottish collaborative
approaches
Donald Christie and Ian Menter (Scotland) 337
Harnessing the slipstream: building educational research capacity in
Northern Ireland. Size matters
Ruth Leitch (Northern Ireland) 355
How engagement with research changes the professional practice of
teacher-educators: a case study from the Welsh Education
Research Network
Howard Tanner and Susan M.B. Davies (Wales) 373
Capacity = expertise x motivation x opportunities: factors in capacity
building in teacher education in England
Jean Murray, Marion Jones, Olwen McNamara and
Grant Stanley (England) 391
Building capacity through teacher enquiry: the Scottish Schools
of Ambition
Moira Hulme, Vivienne Baumfield and Fran Payne (Scotland) 409
Scallops, schools and scholars: reflections on the emergence of a
research-oriented learning project
Donald Gray, Archie Graham, Yvonne Dewhurst, Gillian Kirkpatrick,
Lindsay MacDougall, Sandra Nicol and Graeme Nixon (Scotland) 425
The TEG bibliography: having knowledge and using it - next steps?
Karl Wall, Anne Campbell, Ian Hextall, Moira Hulme, Marion Jones,
Pat Mahony, Ian Menter, Jean Murray and Richard Procter
(England and Scotland) 441
Book reviews 453
Contents and author index. Volume 35, 2009 461
Author index
Bantwini, Bongani D. 169 Mabilon, Bonfils Beatrice 205
Barnes, Jonathan 257 MacDougall, Lindsay 425
Baumfield, Vivienne 409 Mahony, Pat 441
Bore, Anne 241 Malm, Birgitte 77
Brown, Gavin T.L. 61 Matters, Gabrielle 61
McNamara, Olwen 321, 391
Cain, Tim 3 Menter, Ian 315, 337, 441
Campbell, Anne 441 Morrison, Liz 19
Christie, Donald 337 Murray, Jean 315, 391, 441
Davies, Susan M.B. 373 Nicol, Sandra 425
Dewhurst, Yvonne 425 Nixon, Graeme 425
Dotger, Benjamin H. 93
Payne, Fran 409
Foster, Julie 133 Pelliccione, Lina 271
Pitfield, Maggie 19
Gao, Xuesong 145 Procter, Richard 441
Genelot, Sophie 205
Gilroy, Peter 1, 105, 203, 313, 321 Raison, Glenda 271
Graham, Archie 425
Gray, Donald 425 Santoro, Ninetta 33
Scoffham, Stephen 257
Hanhimaki, Eija 107 Sewell, Keira 3
Hao, Shiqi 225 Shi, Qingmin 225
Hextall, Ian 441 Soares, Allan 133
Holloway, David 183 Srokosz, Anne 3
Hornby, Garry 161 Stanley, Grant 391
Hulme, Moira 409, 441
Tanner, Howard 373
Inoue, Noriyuki 47 Tirri, Kirsi 107
Trent, John 145
Jones, Marion 391, 441
Wall, Karl 441
Kirkpatrick, Gillian 425 White, Stephanie 123
Wilkins, Chris 283
Lake, Robert 61
Wood, Phil 283
Lapostolle, Guy 205
Woodgate-Jones, Alex 3
Leitch, Ruth 355
Wright, Nigel 241
Lock, Roger 133
Luttenegger, Kathleen Carroll 299 Zhang, Shaoan 225
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