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Catherine Adams, Powerpoint, habits of mind and classroom culture Sharon Bailin, Roland Case, Jerrold Coombs and LeRoi Daniels, Common misconceptions of critical thinking John Lawrence Bencze, Democratic constructivist science education: enabling egalitarian literacy and self-actualization Joanne Buckley, A critique of Kieran Egan's theory of educational development Elaine Chan, Teacher experiences of culture in the curriculum Sharon Cook, From "evil influence' to social facilitator: Carola Conle, Appraising the ethos of experiential narratives C. Conle and M. Sakamoto, 'Is-when' stories: Repertoires and theories about the practical Brent Davis and Dennis J. Sumara, Curriculum forms: on the assumed shapes of knowing and knowledge Sheryle Bergmann Drewe, The logical connection between moral education and physical education Tara J. Fenwick, The 'good' teacher in a neo-liberal risk society: a Foucaultian examination of professional growth plans Trevor Gambell and Darryl Hunter, Teacher scoring of large-scale assessment: professional development or debilitation? Cameron Graham and Dean Neu, Standardized testing and the construction of governable persons Blaine E. Hatt, Pedagogical love in the transactional curriculum Derek Hodson, Laboratory work as scientific method: three decades of confusion and distortion Philo H. Hove, The face of wonder Janice Huber, Karen Keats Whelan and D. Jean Clandinin, Children's narrative identity-making: becoming intentional about negotiating classroom spaces William J. Hunter and Garth D. Benson, Arrows in time: the misapplication of chaos theory to education Perry D. Klein, Rethinking the multiplicity of cognitive resources and curricular representations: alternatives to 'learning styles' and 'multiple intelligences' Eric D. MacPherson, Chaos in the curriculum John Olson et al., Changing the subject: the challenge of innovation to teacher professionalism in OECD countries Ken Osborne, Teaching history in schools: a Canadian debate Jerry Paquette, Cross-purposes and cross wires in education policy-making on equity Alex D.M. Pomson and Ron Hoz, Sought and found: adolescents' 'ideal' historical conceptions as unveiled by concept mapping David Pratt, Lessons for implementation from the world's most successful programme: the global eradication of smallpox G.W. Rasberry, From grade school to graduate school: reflections of a good kid Christine L. Robertson, Barry Cowell and John Olson, A case study of integration and destreaming: teachers and students in an Ontario secondary school Wolff-Michael Roth and Cam McRobbie, Lifeworlds and the 'w/ri(gh)ting' of classroom research Wolff-Michael Roth and Hitomi Hasama, (Standard) English as a second language: tribulation of self Peter Seixas, Beyond 'content' and 'pedagogy': in search of a new way to talk about history education Alison Taylor, Employability skills: from corporate 'wish list' to government policy Sharon Todd, Bringing more than I contain: ethics, curriculum and the pedagogical demand for altered egos Rena Upitis, From hackers to luddites, game players to game creators: profiles of adolescent students using technology Max van Manen, Moral language and pedagogical experience
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