
ARCHIVE: This material is no longer maintained and should be viewed for reference only
Cambridge Journal of Education
Volume 51 Number 1 February 2021
CONTENTS
Articles
Cambridge Journal of Education at 50: an educational retrospective David Bridges
Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study Jing Li, Ros McLellan & Karen Forbes
Teacher well-being in England: teacher responses to school-level initiatives Jude Brady & Elaine Wilson
Self-efficacy, task values, and growth mindset: what has the most predictive power to primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? Barry Bai, Jing Wang & Youyan Nie
The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practices Laura Mazzoli Smith
How teacher competence functions as an institutionalized discourse in the epoch of globalization Damian Trezise & Chien-Hui Tiang
Development of thinking and language skills through philosophy: a case study in Hong Kong Chi-Ming Lam