Examines whether children taught in literacy program classrooms make greater progress in reading during their first two years of formal schooling than children in classrooms not involved in the literacy program. Finds that children in the literacy program classrooms made more reading progress in both the Reception year and Year 1. (CMK)

Reports on an attempt to increase understanding of adolescents who exhibit bullying behavior by exploring three dimensions of their self-concept (self-esteem, perceived social competence, and perceived scholastic competence). Reveals that bullies have a relatively positive self-concept in the social domain and in self-esteem. Includes references…

Outlines the main findings from the evaluation of the Accelerated Inspection Programme (AIP) in Waltham Forest under three main phases (pre-inspection, inspection, and post inspection). Focuses on the relationship between inspection and school improvement. Discusses the recommendations. (CMK)

Reviews recent developments in 16-19 education in England and Wales that raise fundamental issues about the future of 16-19 curriculum. Draws on sociological analysis to suggest how curriculum policy makers might tackle these issues. Proposes a model for the 16-19 curriculum of the future. (CMK)

Criticizes the consensus that lifelong learning, on its own, has the power to solve a wide range of educational, social, and political ills. Presents alternative visions of lifelong learning and stresses the relevance to policy of viewing lifelong learning as social control. Reflects on possible ways forward. Includes references. (CMK)

Examines empirical evidence of the relationship between initial schooling and adult participation in learning. Explores the divergence between high levels of initial attainment and low levels of adult participation in Northern Ireland. Explains that "social capital" provides an alternative to formal participation in adult learning and a…

Explores the relationships between the patterns of participation in lifelong learning of parents and children within families. Based on a large-scale study of lifetime participation in industrial South Wales. Suggests that individual participation trajectories remain similar within families and illustrates the varied manifestations of family…

Draws on examples from the "Review of Research in Education" to show some ways in which reviews have specific politics both in how they construct their world and how they are received in determinate fields of power. (SLD)

Explores the relationship between research reviews and the fields of study to which they pertain. Uses issues of the "Review of Educational Research" devoted to curriculum from 1931 through 1969 to show how curriculum discourse works as an instrument of power. (SLD)

Explores the concept of "voice," traces the historical approach to voice, and considers how to include everybody's voice in the framing of reviews. Also considers the intersection of voice and identity and representation. (SLD)

Examined work that appeared in the "Review of Educational Research" (RER) since its first volume to explore the ways that educational issues and educational research found their ways into the journal and to consider what a review really is. Identifies three periods in the history of RER and shows changes in the review genre over time. (SLD)

Considers the meaning of "review" in the context of the historical development of the "Review of Educational Research" (RER). Historical and conceptual discussions about reviews and RER elaborate important considerations of the politics of the field of educational research. (SLD)

Reviews the other articles of this theme issue and considers the transformation of the "Review of Educational Research" from annotated bibliography to gatekeeper and referee of educational research. The development of the journal echoes the development of the field of educational research. (SLD)

Addresses the effectiveness of teaching methods in English primary school classrooms. Evaluates the interventions designed to change primary educators' teaching methods by replicating the Observational Research and Classroom Learning Evaluation (ORACLE) study that was originally conducted in 1976. Compares the results from the original study to…

Presents a model for knowledge bases for teaching that will act as a mental map for understanding the complexity of teachers' professional knowledge. Describes the sources and evolution of the model, explains how the model functions in practice, and provides an illustration using an example of teaching in history. (CMK)