skip to primary navigation skip to content


ARCHIVE: This material is no longer maintained and should be viewed for reference only

Cambridge Journal of Education

Volume 43 Number 1 March 2013


‘Give me a lesson and I’ll deliver it’: Teaching Assistants’ experiences of leading primary mathematics lessons in England
Jenny Houssart

The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations
Rosa Valls and Leonidas Kyriakides

Using activity theory to evaluate a professional learning and development initiative in the use of narrative assessment
Roseanna Bourke, Mandia Mentis and John O’Neill

Higher education for Palestinian Muslim female students in Israel and Jordan: migration and identity formation
Khalid Arar, Asmahan Masry-Harzalla and Kussai Haj-Yehia

A joyous lifeline in a target-driven job: teachers’ metaphors of teaching poetry writing
Anthony Wilson

Managers’ understandings of supporting teachers with specific learning disabilities: macro and micro understandings in the English Further Education sector
Annemarie O’Dwyer and Anthony Thorpe

Construction of difference and diversity within policy and practice in England
Hazel Lawson, Ruth Boyask and Sue Waite

Transition to postgraduate study: postgraduate ecological systems and identity
Jane Tobbell and Victoria L. O’Donnell

Book reviews

Cambridge Journal of Education

Cambridge Journal of Education cover