Journal of Research in Childhood Education: JRCE 2006 - 2007: Vol 21 Index & Table of Contents

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Author Index, Volume 21
Benson, Tammy, No. 4, p. 341 Lee, Amelia, No. 3, p. 316
Borntrager, Cameo, No. 1, p. 91 Loyo, Jennifer J., No. 3, p. 254
Boyer, Wanda, No. 1, p. 53 Malone, D. Michael, No. 2, p. 117
Brand, Susan Trostle, No. 2, p. 1 33 McInerney, William F., No. 1, p. 41
Bruns, Deborah A., No. 3, p. 229 Mogharreban, Cathy C., No. 3, p. 229
Burts, Diane C., No. 3, p. 290 Morris, Laura, No. 4, p. 406
Camp, Deborah Graves, No. 4, p. 420 Nagaoka, Rika, No. 1, p. 23
Carpenter, Erika M., No. 2, p. 177 Nangle, Douglas W., No. 2, p. 177
Caruso, David A., No. 2, p. 163 Neuharth-Pritchett, Stacey, No. 1, p. 65,
Charlesworth, Rosalind, No. 3, p. 290 No. 1, p. 103, No. 2, p. 218, No. 3, p.
Cohen, Lynn, No. 3, p. 302 329, No. 4, p. 438
Colombo, John, No. 3, p. 242 Okpala, Comfort O., No. 4, p. 400
Corden, Roy, No. 3, p. 269 Pape, Stephen J., No. 4, p. 364
Davis, Joanne L., No. 1, p. 91 Paris, Cynthia, No. 4, p. 406
Dinnebeil, Laurie A., No. 1, p. 41 Parker, Audra, No. 1, p. 65
Durham, R. Sean, No. 3, p. 290 Parks, Melissa, No. 3, p. 316
Eyman, Alice, No. 4, p. 406 Pasnak, Robert, No. 1, p. 79
Feng, Shoudong, No. 4, p. 341 Pianta, Robert C., No. 2, p. 189
Galbraith, Jeanne, No. 1, p. 5 Ponte, Iris C., No. 1, p. 23
Golas, Julianna C., No. 2, p. 163 Richman, W. Allen, No. 3, p. 242
Goldstein, Lisa S., No. 4, p. 378 Ridgley, Robyn, No. 2, p. 149
Gonzalez, Ana-Lisa, No. 2, p. 203 Rimm-Kaufman, Sara E., No. 2, p. 189
Gottlieb, Nell H., No. 3, p. 254 Rothbaum, Fred, No. 1, p. 23
Hale, Lynette, No. 1, p. 41 Ryan, Andrew, No. 4, p. 352
Hallam, Rena, No. 2, p. 149 Schmidt, Hardee M., No. 3, p. 290
Hallford, Abby, No. 1, p. 91 Solmon, Melinda, No. 3, p. 316
Harris, Karol Kaye, No. 3, p. 254 Sutton, Tara, No. 4, p. 406
Hart, Craig H., No. 3, p. 290 Suzuki, Rie, No. 3, p. 254
Hendricks, Charlene, No. 1, p. 79 Trueblood, Linda, No. 1, p. 79
Holahan, Carole K., No. 3, p. 254 Uhry, Joanna, No. 3, p. 302
Horm, Diane, No. 2, p. 163 Wang, Chuang, No. 4, p. 364
Katz, Laurie, No. 1, p. 5 Wolters, Christopher A., No. 2, p. 203
La Paro, Karen M., No. 2, p. 189
Title Index, Volume 21
Accentuate the Positive: The Aggression Emerging as a
Relationship Between Positive Developmental Advance in At-Risk
Explanatory Style and Academic Preschoolers, No. 2, p. 177, Carpenter
Achievement of Prospective Elementary and Nangle
Teachers, No. 1, p. 53, Boyer Challenges in Implementing Center-
Caregiver Sensitivity in Cultural Based and Home-Based Early Head
Context: Japanese and U.S. Teachers’ Start Programs, No. 2, p. 163, Golas,
Beliefs About Anticipating and Horm, and Caruso
Responding to Children’s Needs, No. 1, Cross-Sectional Predictors of Reading to
p. 23, Rothbaum, Nagaoka, and Ponte Young Children Among Participants in
Caught Between Stages: Relational the Texas WIC Program, No. 3, p. 254,
Harris, Loyo, Holahan, Suzuki, and and Vocabulary Outcomes, No. 3, p.
Gottlieb 242, Richman and Colombo
Developing Reading-Writing Connections: Kindergarten to 1st Grade: Classroom
The Impact of Explicit Instruction Characteristics and the Stability
of Literary Devices on the Quality of and Change of Children’s Classroom
Children’s Narrative Writing, No. 3, p. Experiences, No. 2, p. 189, La Paro,
269, Corden Rimm-Kaufman, and Pianta
Developmentally Appropriate Practice Language Patterns of Preschool Children
in Kindergarten: Factors Shaping in the Computer Environment, The, No.
Teacher Beliefs and Practice, No. 1, p. 4, p. 341, Feng and Benson
65, Parker and Neuharth-Pritchett Making the Social Visible Within
Differential Expression of Toy Play by Inclusive Classrooms, No. 1, p. 5, Katz
Preschoolers With and Without Mental and Galbraith
Retardation, No. 2, p. 117, Malone Perceptions of Kindergarten Teachers on
Effects of Teaching Patterning to Ist- Retention, The, No. 4, p. 400, Okpala
Graders, No. 1, p. 79, Hendricks, Probe Into Three Chinese Boys’ Self-
Trueblood, and Pasnak Efficacy Beliefs Learning English as
Embracing Pedagogical Multiplicity: a Second Language, A, No. 4, p. 364,
Examining Two Teachers’ Instructional Wang and Pape
Responses to the Changing Relation Between Perceived Parenting
Expectations for Kindergarten in U.S. Practices and Achievement Motivation
Public Schools, No. 4, p. 378, Goldstein in Mathematics, The, No. 2, p. 203,
Evaluation ofa Bullying Prevention Gonzalez and Wolters
Program, No. 1, p. 91, Hallford, Research Into Practice, No. 1, p. 103, No.
Borntrager, and Davis 2, p. 218, No. 3, p. 329, No. 4, p. 438
Examining the IFSPs of Rural, Low- Neuharth-Pritchett
Income Families: Are They Reflective “Shadowing” Itinerant ECSE Teachers:
of Family Concerns?, No. 2, p. 149, A Descriptive Study of Itinerant
Ridgley and Hallam Teacher Activities, No. 1, p. 41,
Facilitating Emergent Literacy Skills: A Dinnebeil, McInerney, and Hale
Literature-Based, Multiple Intelligence Two Tests of the Effectiveness of
Approach, No. 2, p. 133, Brand Bilingual Education in Preschool, No. 4,
Facing the Storm, Turning the Tide: p. 352, Ryan
Using Practitioner Research To Meet Understanding Classroom Teachers’
Children’s and Families’ Needs in an Perceptions of Integrating Physical
Inclusive Setting, No. 4, p. 406, Paris, Activity: A Collective Efficacy
Eyman, Morris, and Sutton Perspective, No. 3, p. 316, Parks,
Gap Between Beliefs and Practices, Solmon, and Lee
The: Early Childhood Practitioners’ Where Do Standards Come From? A
Perceptions About Inclusion, No. 3, p. Phenomenological Study of the
229, Bruns and Mogharreban Development of National Board Early
Impact of the Developmental Childhood/Generalist Standards, No. 4,
Appropriateness of Teacher Guidance p. 420, Camp
Strategies on Kindergarten Children’s Young Children’s Discourse Strategies
Interpersonal Relations, No. 3, During Block Play: A Bakhtinian
p. 290, Schmidt, Burts, Durham, Approach, No. 3, p. 302, Cohen and
Charlesworth, and Hart Uhry
Joint Book Reading in the Second Year