New journal titles as at 5 December 2011

Australian journal of learning difficulties - Vol. 16, No. 2, November 2011

• Wendy Moore and Lorraine Hammond, 'Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year', p. 85.
• Judy Harris, Nicola Botting, Lucy Myers and Barbara Dodd, 'The relationship between speech impairment, phonological awareness and early literacy development', p. 111.
• Meree Reynolds, Kevin Wheldall and Alison Madelaine, 'Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales', p. 127.
• Julia Starling, Natalie Munro, Leanne Togher and Joanne Arciuli, 'Recognising language impairment in secondary school student populations', p. 145.
• Jason L Skues and Everarda G Cunningham, 'A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools', p. 159.

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Curriculum perspectives - Vol. 31, No. 3, September 2011

• Anne Sinclair and Maree Davis, 'Talking allowed: 'I really enjoy being able to discuss something without the teacher sort of telling us what to say'', p. 1.
• Simone Smala and Kate Sutherland, 'A lived curriculum in two languages', p. 11.
• Chi-chung Lam and Jacqueline Kin-sang Chan, 'How schools cope with a new integrated subject for senior secondary students: An example from Hong Kong', p. 23.
• Gavin Brown, Robert Lake and Gabrielle Matters, 'New Zealand and Queensland teachers' conceptions of curriculum: Potential jurisdictional effects of curriculum policy and implementation', p. 33.
• Laurie Brady, 'Assessing Values Education: A tentative exploration', p. 49.
• Deborah Henderson, 'History in the Australian Curriculum F-10: Providing answers without asking questions', p. 57.
• Brian Hoepper, '"Promises to keep ..." potential and pitfall in the Australian Curriculum: History', p. 64.
• Mallihai Tambyah, '"More tick-the-box": The challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum', p. 72.
• Ruth Reynolds, 'Teaching History in primary school: Interrogating the Australian Curriculum', p. 78.
• John A Whitehouse, 'Beyond time, continuity and change: Reasoning, imagination and the future of history', p. 84.

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Educational researcher - Vol. 40, No. 6, August/September 2011

• Gary T Henry, Kevin C Bastian, and C Kevin Fortner, 'Stayers and Leavers: Early-Career Teacher Effectiveness and Attrition', p. 271.
• Anthony D Pellegrini, '"In the Eye of the Beholder": Sex Bias in Observations and Ratings of Children's Aggression', p. 281.
• Gary L Anderson and Kathryn Herr, 'Comments on Bausmith and Barry: Scaling Up "Evidence-Based" Practices for Teachers Is a Profitable but Discredited Paradigm', p. 287.

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Higher education management and policy - Vol. 23, No. 2, 2011

• Blandine Laperche and Dimitri Uzunidis, 'The impacts of reforms on research and innovation in France: direction, planning and co-ordination', p. 9.
• Elaine El-Khawas, 'The impact of economic crises on American universities: lessons from the past', p. 27.
• Catherine Bates and Elena Gamble, 'Alternatives to industrial work placement at Dublin Institute of Technology', p. 41.
• Gonzalo Varela-Petito, 'Evaluating public higher education in Mexico', p. 59.
• Ellen Hazelkorn and Vin Massaro, 'A tale of two strategies: higher education and economic recovery in Ireland and Australia', p. 79.
• Diego Castro and Georgeta Ion, 'New challenges in the governance of Catalan public universities', p. 103.

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Journal of psychoeducational assessment - Vol. 29, No. 5, October 2011

• Kirsten S Hochstedt, Pui-Wa Lei, James C DiPerna, and Paul L Morgan, 'Examining the Dimensionality of EARLI Literacy Skill Scores Using Nonlinear Factor Analysis', p. 395.
• Jantine L Spilt, Helma M Y Koomen, Reinoud D Stoel, Jochem T Thijs, and Aryan van der Leij, 'Teachers' Assessment of Physical Aggression with the Preschool Behavior Questionnaire: A Multitrait-Multimethod Evaluation of Convergent and Discriminant Validity', p. 407.
• Magali Lahaye, Moira Mikolajczak, Carolien Rieffe, Lidon Villanueva, Nady Van Broeck, Eddy Bodart and Olivier Luminet, 'Cross-validation of the Emotion Awareness Questionnaire for Children in Three Populations', p. 418.
• Daniel A Sass, Felicia Castro-Villarreal, Benedict T McWhirter, Ellen Hawley McWhirter, and Michael J Karcher, 'A Cross-Cultural Assessment of School Connectedness:Testing Measurement Invariance With United States and Chilean Adolescents', p. 428.
• Vincent Kieftenbeld, Prathiba Natesan, and Colleen Eddy, 'An Item Response Theory Analysis of the Mathematics Teaching Efficacy Beliefs Instrument', p. 443.
• Thomas E Hunt, David Clark-Carter, and David Sheffield, 'The Development and Part Validation of a U.K. Scale for Mathematics Anxiety', p. 455.
• Dilara Bakan Kalaycioglu and Giray Berberoglu, 'Differential Item Functioning Analysis of the Science and Mathematics Items in the University Entrance Examinations in Turkey', p. 467.
• Gordon D Lamb, 'Test Review: Scales for Assessing Emotional Disturbance-Second Edition', p. 479.
• Nicola Ritter, Emin Kilinc, Bilgin Navruz, and Yunhee Bae, 'Test Review:Test of Nonverbal Intelligence-4 (TONI-4)', p. 484.
• Chelsea A Vaughan, 'Test Review: Childhood Autism Rating Scale (2nd ed.)', p. 489.

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Mindscape - Vol. 31, No. 3, October 2011

• Kathy Mackey, 'The Queensland Academies Young Scholars Program', p. 6.
• 'QAGTC Meeting with the Minister for Education and Industrial Relations', p. 7.
• Judith Hewton, 'Managing the Needs of High Ability Children in Queensland', p. 11.

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Words'worth - Vol. 44, No. 3, November 2011

• Peter Holbrook, 'Literature, Literacy, the Imagination, Freedom', p. 6.
• Annette Moult, 'The Road to Mandalay: A journey towards cultural understanding', p. 16.
• Dr Patsy Norton, 'Passing the Baton: Working with colleagues to refine a differentiated unit designed to meet both ACARA and IB objectives', p. 25.
• Garry Collins, 'You're a better man than I am - Part 1 Integrating language, literature and literacy with a text about Asia: Rudyard Kipling's poem, Gunga Din', p. 35.
• Anita Jetnikoff and Shauna O'Connor, 'Doing New Things with Texts: Multimodality and Mao's Last Dancer', p. 47.
• Jessica McLean, 'Teaching with Prezi', p. 54.

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