International Journal of Educational Research ELSEVIER International Journal of Educational Research 39 (2003) 905-910 www.elsevier.com/locate/ijedures Subject index for vol. 37 (2002) Activity theory 36-40, 86-88 mathematics teacher education 107, Australia 179-193, 230 mathematics teacher education 107, political history, 1949-1996 545-561 110, 211-226 Communities of practice for teachers motels and hotels 1-40, 85-105 See Teacher learning communities workplace competencies 1—40, Computer database software usage, 85-105 competencies and skills 47-64 second language instruction 233, 305-322 East Asia Austria, second language instruction See also China, Hong Kong, Japan, 233, 244-270 Taiwan mathematics education 126, 127 mathematics teacher competence Belgium i08—109, 114, 126, 128 school composition (student mix) and teaching of history compared to peer effects on learning 495-496 history teaching in Europe 537-54] second language instruction 233, See also History education, East 271-283 Asia England, history teaching compared with history teaching in Japan 623-641, Canada, second language instruction 648 233, 237-252, 289-299 See also History education, England China Europe, teaching of history compared history education See History to teaching in East Asia 537-541 education, China mathematics achievement 179 mathematics education 115, 118—120, Foreign language instruction See 125, 126, 179-193 Second language instruction mathematics teacher competence 108-109, 113, 114, 118-121, 125-126, Germany, mathematics teacher 128, 180 competence 108 doi:10.1016/j.ijer.2004. 10.008 906 Subject index for vol. 37 (2002 Int. J. Educ. Res. 39 (2003) 905-910 Greece, mathematics teacher education production and selection of 146 textbooks governmental history textbook censorship and control, 1950—2002 History education 603-620 China 545-566 textbook selection processes curriculum content and revisions, 603-620 1949-2001 548-562 teaching about empire and national identity and 562-564 imperialism compared with teaching political ideology and official about empire history 545-566 and imperialism in England East Asia 537-544, 644-647, 647 623-641 See also China, Hong Kong, teaching about history of Japanese Japan, Taiwan Empire, 1895-1945 623-641 national identity issues and Taiwan 567-586, 644, 647-651 537-544, 644-647 curriculum revision and nationalism and 537-544, 644 development, 1950-2001 572-585 philosophies and purposes of textbook content 580—585 history education 647-651 national identity 567-572, suppression of negative 583-585 information about national history 539, and history curriculum 568-569, 645 583-585 teaching of history compared to values and purposes of history teaching in Europe 537-541 education 644, 647-651 England 623-641, 648 Hong Kong history teaching compared with history education See History history teaching in Japan 623-641, 648 education, Hong Kong teaching about empire and mathematics education 114—125, imperialism compared with teaching 126-128 and empire and mathematics teacher competence imperialism in Japan 623-641, 648 113-128, 228 Hong Kong 587-602 mathematics teacher education 107, curriculum development 113-128 local history vs. British history political history, 1950-1999 588—590 587-589, 600 local history vs. Chinese history 589-600 Japan development of sense of local censorship of history textbooks identity 588-590 603-622 Japan 603-622, 623-641, 648 See also History education, history teaching compared with Japan history teaching in England 623-641, history teaching compared with 648 history teaching in England 623-641, national identity and history 648 education 627, 628, 638 mathematics teacher competence 108 Subject index for vol. 37 (2002 Int. J. Educ. Res. 39 (2003) 905-910 907 Korea China, Shanghai 115, 118-120, 126 mathematics education 114-125, East Asia 126 126—128 Hong Kong 114-125, 126-127 mathematics teacher competence 108, Korea 114-125, 126—128 113—128, 228 Singapore 133 mathematics teacher education 107, United States 180-181 113-128 Realistic Mathematics Education (RME) theory 161, 164-165 teacher preparation See Mathematics Language immersion programs teacher education 237-253, 274, 289-299, 324 teacher workload benefits and disadvantages of 237, China, Shanghai 125 274, 289, 324 East Asia 127 Canada 274, 289-299, 324 Hong Kong 125, 126 Literacy and communication skills, in Korea 125, 126, 128 workplace situations 17—28 United States 125 Mathematics teacher competence Mathematical thinking 107-112, 113-129, 180, 227-232 See also Numeracy China 108-109, 180 children’s China, Shanghai 113, 114, 118-1 Za; Children’s Mathematical Thinking 125-126, 128 Experience (CMTE) course, for East Asia 108-109, 114, 126, 128 teachers Germany 108 195-210 Hong Kong 113-128, 228 use of mathematics assessment Japan 108 interviews 21 1—226, 229 Korea 108, 113-128, 228 Realistic Mathematics Education United States 108-109, 114, 125 (RME) theory 161, 164-165 Mathematics teacher education workplace competencies, numeracy 1, 107-232 7, 9-10, 12, 29-40 Australia 107, 110, 211-226 Mathematics achievement courses for educators of teachers China 179 case study method 161-178 East Asia 108, 113, 127-128 multimedia courses 109, 161—178 interest in cross-national assessments Hong Kong 107, 113-128 107-108, 227 Korea 107, 113-128 United States 179 preservice preparation of teachers Western countries 108, 113 case study method 161-178 Mathematics education China 107, 179-193, 230 curriculum Gr 146 China 179-193 multimedia courses 109, 161—178 Singapore 133 Netherlands 107, 161—178 educational system structure Realistic Mathematics Education Singapore 131—132 (RME) theory 161, 164-165 Taiwan 109, 148, 181-182 Singapore 107, 109, 131-143, 228, instructional methods 230 Subject index for vol. 37 (2002 Int J. Educ. Res. 39 (2003) 905-910 study of children’s mathematical effects of informal (ambient) factors thinking in peer learning environment 406—409, Children’s Mathematical 526 Thinking Experience (CMTE) course attitudes, beliefs, values 409 110, 195-210 friendships 407-408 Early Numeracy Research informal talk 406—407 Project (ENRP), Australia 211, self-selected groups 406-409 213-216 effects of peer influence on learning in use of mathematics assessment teacher-configured small learning interviews 211—226 groups Taiwan 107, 145-159, 228, 230 409-413, 425-447, 521 535 United States, California 195-210, models of peer influence on 107 learning in small groups 438-439 Motels and hotels, Australia, workplace effects of school composition competencies 1—42, 85-106 (student mix) on peer influence and learning 483-504, 505 519, 521-535 Netherlands problems in doing this research mathematics teacher education 107 484-488, 500-501 161-178 proposed model for such research second language instruction 233, 488 343-358 results of research on school teacher learning communities as aids composition 488-500 to school] reform 657, 715-732 Belgium 495-496 New Zealand, school composition Catholic schools 506-510, 516 (student mix) and peer effects on New Zealand 494-495, 498-500 learning school size factors 513-515, 516 494-495, 498-500 single-sex schools 510-513 Numeracy United Kingdom 489-49] concept of 29-32, 37—40 United States 491-494 Early Numeracy Research Project models of peer learning environments (ENRP), Australia 211, 213-216 and peer influences 397, 404-414, in specific workplace situations 523-527 29-40 psychological and social processes of peer influence 414-418 strategies for maximizing positive Peer effects on learning 395-535 peer effects on learning 527-532 effects of class composition, Problem solving organization, and size on peer influence models 67-71 and learning strategies 80—83 449-481, 521-535 in workplace situations 67-84 class size 467-472 Professional development of teachers multigrade classes 463-465 653-767 single-sex classes 465-467 aid to professional identity tracking 450-463 development 737-738, 745 Subject index for vol. 37 (2002 J. Educ. Res. 39 (2003) 905-910 909 conditions that promote workplace French language 289-299 learning 654 German language 271-283 definition of 662—663 grammar (form-focused) learning design of 663-667 activities 237-238, 243-251, 257-258, evaluation of 667-670 260-261, formats for delivery of 672-674 267-269, 271-272, 274-282, importance of 661-670-672, 670-672 307-308, 315, 323-341, 343-358, 362, Europe 662, 663 371-372 United States 662, 663 interaction between student and other micropolitical literacy as component learners 233—236, 237-253, 274, of, case study 658, 755-767 286-299, relationship to school reform 305-322, : one 693-714, 715-732 3 situated learning, case studies collaborative dialogue 286-287, 657-658, 733-753 341, 343-358, 359-377 teacher learning communities, 654, language immersion programs 656, 693-714, 715-732, 735-737, 253, 274, 289-299, 324 749-750, 751 peer to peer dialogue 286-287, as aids to school reform 653-659, 322, 354, 379-394 693-714, 715-732 reformulation 287—299 Netherlands 657, 715-732 interaction between student and United States 693-714 teacher 233-236, 237-253, 255-270, important to situated learning, 271-283, 35-737, 749-750, 751 359-377 Professionalism of teachers corrective feedback 247-251, job satisfaction and professional 270, 271-283 identity 682-689 negotiations 238—243, 243-251, teacher professional identity 655, 271, 273-275, 280-281 677-692, 737-738, 745 Interaction Hypothesis 233, 27: professional development as aid to 306, 359-360, 379-381 738, 745 Netherlands (Holland) 233, 3 threatened by educational reforms Spain 233, 323-341, 359-377 and “performativity” 677-692 United States 233, 379-394 Singapore mathematics education 131—133, 133 Realistic Mathematics Education mathematics teacher education 107, (RME) theory 161, 164-165 109, 131-143, 228, 230 Situated cognition theory 43-45 2 Second language instruction 233-394 Situated learning 657-658, 733>)- 753 Australia 233, 305-322 Spain, second language instruction 233, 328-341, 359-377 Austria 233, 244-270 Belgium 233, 271-283 Canada 233, 237-253, 289-299 Taiwan English language 255-270, 305-322, history education See History 323-341, 343-351, 359-377, 379-394 education, Taiwan 910 Subject index for vol. 37 (2002 Int. J. Educ. Res. 39 (2003) 905-910 mathematics education 109, 148, second language instruction 233, 181—182 379-394 mathematics teacher education 107, 145-159, 228, 230 Values in the workplace 85—106 political history, 1886—1990 569-571 development of workplace norms Teacher learning communities 654-656, 693-714, 715-732, 735-737, 749-750, 87-89, 95-101, 102-105 personal goals, 101-103, 104 personal values, 102, 104 as aids in school reform 693-714, values compared with attitudes 85 715-732 Vocational education |—4, 18, 43-47, Netherlands 715—732 United States 693-714 103—105 important to situated learning : 37, 749-750, 751 Workplace competencies 1—106 Teachers database software usage 1, 6, 7 professional development See 11, 12, 47-64 Professional development of teachers literacy and communication |, 7, professionalism See Professionalism 9-10, 11, 12, 17-27 | of teachers numeracy |, va 9 10, 12, 29-40 Transfer of knowledge 2, 4-6, 13 14, definition 30 18, 44 problem solving 1, 7, 9 10, 24~25, 83 models 67—71 United Kingdom, effects of school values representation 1, 7, 9-10, composition (student mix) on peer 106 effects on learning 489-491 development of workplace norms United States 89, 95-101, 102-105 effects of school composition (student personal goals 101—103, 104 mix) on peer effects on learning 491-494 personal values 102, 104 mathematics achievement 179 values compared with attitudes 85 mathematics education 125, 180-181 Workplace knowledge 1—106 mathematics teacher competence generic vs. specific 1-14, 17—27, 32, 108-109, 114, 125 36-40, 43-45, 47, 51-64, 67-83, 85 mathematics teacher education See also Situated cognition theory 195-210, 107 <<?