Volume 4, Number 2
September 2005
Editorial
English teachers as researchers
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Mary Hill
Faculty of Education, University of Auckland
Sue Brindley
University of Cambridge, UK
pp. 1-4
Narratives
An account of research on an English and drama teacher
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Roni Coggins
Hertfordshire and Essex High School, Hertfordshire, England
pp. 84-88
Reading picture books is serious fun
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Sara Tulk
Hertfordshire and Essex High School for Girls, Bishop's Stortford
pp. 89-96
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Topical Articles
Close reading of students' writing: What teachers learn about writing
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Libby Limbrick
Faculty of Education, Auckland University
Nicky Knight
Faculty of Education, University of Auckland
pp. 5-22
Researching teaching and learning: Roles, identities and interview processes
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Jean Conteh
School of Education, University of Leeds
Saeko Toyoshima
University of York
pp. 23-34
The literature study programme trial: Challenging construction of English in the Seychelles
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Margaret Moumou
School of Education, University of Waikato
pp. 35-45
Self-study dilemmas and delights of professional learning: A narrative perspective
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Pamela Feldman
Monash University, Australia
pp. 46-61
From the basement of the ivory tower: English teachers as collaborative researchers
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Arthur Firkins
The Department of Linguistics, Macquarie University-Sydney
Cherry Wong
TWGHs Mr and Mrs Kwong Sik Kwan College
pp. 62-71
A critical analysis of how differentiation can promote the full inclusion of three gifted and talented students in a mixed ability, Year 9 studying Macbeth
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Liz Bellamy
The Perse School
pp. 72-83
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English Teaching: Practice and Critique is indexed and abstracted by Thomson Reuters in the following: Social Sciences Citation Index, the Arts and Humanities Citation Index, Social Scisearch and Journal Citation Reports/Social Sciences Edition. Indexing is from May, 2007 (Volume 6, Number 1).
