Table of Contents
Editorial
| Editorial | |
| Editorial Board | 1 - 2 |
Special Section
| Knowledge Acquisition through Creative Conversations | |
| Silke Lange | 3 - 8 |
| Exploring Models of Development of Professional Practice in Learning and Teaching in Higher Education: What Can We Learn from Biology and Marketing? | |
| Charles Neame | 9 - 19 |
| Academic Identity: A Modern Perspective | |
| Steven Anthony Quigley | 20 - 30 |
| Primary and Secondary School Principal Training Research Based on Implicit Wisdom | |
| Jia Xu | 31 - 43 |
Research Notes
| Issues Arising from a Study of Workforce Development Policy in Higher Education | |
| Jim Hordern | 44 - 47 |
Commentary
| The Practice of Age-Grouping in English Schools: The Scope and Power of the Implicit Education Policy | |
| Richard Llewellyn Greenfield | 52 - 64 |
Critical Review
| Toward a Synthesis Framework for the Study of Creativity in Education: An Initial Attempt | |
| Hsu-Chan Kuo | 65 - 75 |
| Bourdieu’s Social Reproduction Thesis and The Role of Cultural Capital in Educational Attainment: A Critical Review of Key Empirical Studies | |
| Michael Tzanakis | 76 - 90 |
Research Papers
| Knock, Knock! Who’s There? Gaining Access to Young Children as Researchers: A Critical Review | |
| Jane Murray | 91 - 109 |
Media Reviews
| Critical Practice in Teacher Education: A Study of Professional Learning | |
| Lisha Liu | 110 - 111 |
| Thinking and Learning through Drawing in Primary Classrooms | |
| Tereza Markidou | 112 - 114 |
| The SAGE Handbook of Philosophy of Education | |
| Juliette Torabian | 115 - 116 |
Conference Abstracts
| IoE Poster Conference 2011 | |
| 117 - 130 |
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