Subject index - volume 33

International Journal of Educational Research 35 (2001) V–X

Subject index Academic procrastinators, exploring volitional problems 733–748 Academic Volitional Strategy Inventory 784–790 Accountability 459 Achievement motivation 754, 758–772 Action control strategies 778 Action identification theory 735, 741 procrastination 743 Adolescence, school transfer 327, 369, 388, 394, 427, 433 Adult development, pre-service teachers, dreams and goals 131–134, 201 Affcon 660, 662 Affect regulation 692–696 Affective teacher education 209 Alternative schooling, India 242 Anxiety motivational traits 756, 761–772 school transfer 347, 350 Aptitude 660 Australia circuses as cooperative communities 297–307 early childhood education and care, expenditure 97 educational practice in circus 1847–1930 285–295 power/knowledge, education of show people 309–318 Austria, early childhood education and care auspice, age, locus of care, quality, access 20 maternity/paternity leave 14 policy dimensions 16 Basic education, India 241, 242 Belgium, early childhood education and care auspice, age, locus of care, quality, access 20 maternity/paternity leave 14 policy dimensions 16 Berth schools, Netherlands 277 Bridging units 446 Canada, early childhood education and care auspice, age, locus of care, quality, access 20 enrollment rates 99

PII: S 0 8 8 3 - 0 3 5 5 ( 0 1 ) 0 0 0 3 0 - 1

expenditure 97, 98 parental leave 14 policy dimensions 16 Case study research, pre-service teachers’ dreams and goals 135–211 Child-care, OECD 9, 10, 12, 23 costs and benefits 95–120 financing 75–93 regulation 55–72 staff training 31–53 Child minding 25 China, linguistic minority education 593–600 Chinese, educational opportunities in Malaysia 585–590 Circuses, Australia as cooperative communities 297–307 educational practice 1847–1930 285–295 power/knowledge and education 309–318 Classrooms as learning environments 375–382. 386 development of self-regulated learning 821–842 Competitive excellence 755, 761–772 Comprehensive schools, Finland 383–399 Comprehensive system, Scotland, exclusion of Travellers 257 Conative cycle 677 Continuous learning environment 384, 396 Cooperative communities, Australian circuses 297–307 Croatia, refugee education 611–619 Cross-country comparisons, early childhood education and care 61, 65 Culture and professional environment, student teachers 477, 482 Curriculum changes, Latin America 467 Curriculum continuity, school transitions England 343, 347, 351, 446 New Zealand 370 Curriculum for teacher education 494, 497 Czech Republic, early childhood education and care expenditure 97 parental leave 14

VI

Subject Index / Int. J. Educ. Res. 35 (2001) V–X

Day care 8, 23 Denmark, early childhood education and care 33 auspice, age, locus of care, quality, access 20 enrollment 99 expenditure 97, 98 integrated programs 24 parental leave 14 policy dimensions 16 staff training 34 Devon Consortium Traveller Education Services(DCTES) 269 Developing countries, policies for teacher education 457–472 Discipline-based strategies in teaching 521–523 Discontinuity in learning school transitions 326, 333, 351, 359 Travellers in Scotland 255 Disengagement, school transitions 329 Distance education Australia 312 Dutch bargee children 281 Traveller children in England 270 Diversity, Traveller and nomadic education reserach 228, 316 Dreams, pre-service teachers 125–211

Early childhood education and care(ECEC), in OECD countries 3–7 costs and benefits 95–120 Dutch bargee families 275–283 financing 75–93 historical context 8 major policy dimensions 9–19 programs, proposed typology 19–26 regulation 55–72 staff training 31–53 Early intervention 10 Education for All England 266 India 241–249 Nigeria 233 Scotland 253 EFECOT 224, 260, 272, 280, 282 England school transitions/transfer 341–361 Traveller education 265–274 English as a foreign language, goals 710 Enrollment, Latin America 465 Environmental control strategies 812 Equality of educational opportunity, nomads in Nigeria 233 Ethnic education, Korean children in Japan 606 Ethnicity 578

Croatia 611–619 Hispanic 641–647 Japan 602 Malaysia 585–590 national educational policies and minority status 649–655 EU SOCRATES program 259 Exclusion, Travellers in Scotland 257 Extension memory 670–675, 678–680, 697–699 Family day care 24, 25, 70, 85 Family economics, early childhood education and care 101 Fantasy realization theory 708 Finland early childhood education and care auspice, age, locus of care, quality, access 20 enrollment 99 expenditure 97, 98 parental leave 14 policy dimensions 16 school transfer 383–399 FLEX 282 Focusing therapy 699 Foreign language learning, goals 710 Foucault, M. 312 France, early childhood education and care 34 auspice, age, locus of care, quality, access 20 enrollment 99 expenditure 97, 98 parental leave 14 policy dimensions 16 pre-school programs 22 regulation 58, 62 staff training 35–36 Friendships, school transition 328, 347, 369, 388, 407, 425, 432–439 Future orientation 710, 793 Future time perspective 781 Gender instrumentality and volitional strategy use 792 procrastination 747 school transition 327, 392, 407 friendships 438 moving around 377, 378 Germany, early childhood education and care auspice, age, locus of care, quality, access 20 enrollment 99 expenditure 97. 98 partental leave 14 policy dimensions 17 regulation 59, 63

Subject Index / Int. J. Educ. Res. 35 (2001) V–X Gestalts, student teachers 547 Goals 659 academic procrastinators 735 effective self-regulation 705–728 motivation 752, 803, 814 orientation measures 759, 814 persistent pursuit 681 pre-service teachers 125–211 self-regulation of academic motivation 778 setting 678 Group processing 300, 305 Gypsy Travellers England, relationship between parents and teachers 265–274 Scotland 255–263 Head Start 111–114 Higher education, Navajo transition to 621–628 Hungary, early childhood education and care expenditure 97 parental leave 14 Iceland, early childhood education and care expenditure 97 parental leave 14 Identity formation American Muslims 632, 633 Balkans 619 Hispanic 643–647 Impactful behaviours, teacher education 517–519 Implementation intentions 722, 735 India, itinerant education 241–251 Individual differences, motivational traits 753–773 Infant/toddler care programs 23, 27 Initial Teacher Preparation Programs designs, international view 439–512 pedagogical approach 516–535 Instruction-based strategies in teaching 524–526 Instrumentality, volitional strategy use 777–796 Integrated school system, Finland 385, 396 Integration, Scotland 254 Intention memory 667–669, 682, 685 International diversity, Traveller and nomadic education research 228, 316 Intuition, student teachers 543 Intuitive behaviour control 667–669, 685 Ireland, early childhood education and care expenditure 97 parental leave 14 Islamic schools, United States 635 Italy, early childhood education and care auspice, age, locus of care, quality, access 20

VII

parental leave 14 policy dimensions 17 Itinerant education 222–229 Australia 285–295, 297–307, 309–318 England 26274 India 241–251 Netherlands 275–283 Nigeria 231–240 Scotland 253–263 Japan early childhood education and care enrollment 99 expenditure 97, 98 parental leave 14 education policy for Korean students 601–609 Job Referral System, Japan 606 Knowing-in-action 541 Korea, early childhood education and care enrollment 99 expenditure 97. 98 Korean students, education in Japan 601–609 Latin America, policies for teacher education 461, 464–472 Learning, teachers 458 Learning environment, school transfer 365, 375–382 Finland 386, 390 Life course, school transition 402, 403 Linguistic minority education, China 593–600 Literacy, nomadic groups in India 243 LOGSE 40–42 LSOVK, mobile teachers 280 Luxenbourg, early childhood education and care, parental leave 14 Malaysia, educational opportunities for Chinese 585–590 Mastery motivation 836 Mastery self-talk 813 Maternity/paternity leave, OECD countries 14 Mentoring 207, 208 Mexico, early childhood education and care 75 expenditure 97 financing 81–93 Middle schools, New Zealand 366–373 Migrant workers’ education 223 India 242 Nigeria 231–240 Minority education 577–583 China, Tibet 593–600

VIII

Subject Index / Int. J. Educ. Res. 35 (2001) V–X

Chinese in Malaysia 585–590 Hispanic, definition in higher education policies 639–647 Korean students in Japan 601–609 Muslims in United States 631–637 national policies 649–655 Navajo transition to higher education 621–628 refugees in Croatia 611–619 Scotland 255 Mobile teachers, Dutch bargee children 280 Monastic education, Tibet 597 Motivation academic procrastinators 734, 743 beliefs and regulation strategies 801–818 individual differences 751–773 instrumentality 782 Motivational Trait Questionnaire 760–773 Personality Systems Interaction theory 666–67 school transfer 426, 427 self-regulated learning 836 traits-skills 753–757 assessment 757–760 volitional stategy use 778 Motivational Trait Questionnaire 760–768 implications and limitations 768–773 Moving around, school transfer 377 Multiculturalism Croatia 611–619 Japan 601 Malaysia 585–590 Muslims in United States 631–637 national education policies and minority status 649–655 Muslims, education in United States 631–637

National Curriculum, England, school transfer 354 Nationalism 612 Native Americans, transition to higher education 621–628 Netherlands early childhood education and care expenditure 97 parental leave 14 itinerant education 275–283 New Zealand, early childhood education and care 36–38 enrollment 99 expenditure 98 policy dimensions 17 staff training 38–40 Nigeria, nomadic education 231–240 Nomadic education 222–229

Australia 285–295, 297–307, 309–318 England 265–274 India 241–249 Nigeria 231–240 Scotland 253–263 Normal School, Latin America 465–467. 470 Norway early childhood education and care, parental leave 14 school transition 401–422 OECD, early childhood education and care 3, 7 costs and benefits 95–120 financing 75–93 historical context 8 major policy dimensions 9–19 programs, proposed typology 19–26 regulation 55–72 staff training 31–53 Object recognition 670 OFSTED, school transfer 353, 354 ORACLE replication study 355–361 ORACLE transfer study 347–355 Parents early childhood education and care resources 87 involvement in school transitions 335 views on delayed transfer 372 Parent/teacher relationships, Gypsy Travellers in England 271 Pedagogy, teacher education 509–512, 515–535 Peer groups, school transfer 369, 394, 407, 432 Perceptions of Endogenous Instrumentality 784 Perry pre-school program 109–111 Personal Mastery 755, 761–771 Personal narrative, teacher education 546 Personality 661 motivation 752, 753 systems-interactions 692 taxonomy measures 755 Personality-Systems Interaction(PSI) theory, volitional basis 661, 665–700 dynamics of systems interactions in learning 676 overview 666 suggestions for teaching, training and therapy 690 Poland, early childhood education and care, parental leave 14 Portugal, early childhood education and care expenditure 97 parental leave 14

Subject Index / Int. J. Educ. Res. 35 (2001) V–X Power/knowledge, education of Australian show people 309–318 Pre-school programs OECD 12, 22 United States 108–114 Pre-service teacher education, dreams and goals 126–211 Procrastination, volitional problems 733–748 Professional knowledge, teacher education 528–532 Propositional knowledge 530–532, 534 Pupil teacher, South Africa 481 Rabaris, education 242–249 Reflection-in-action 541–544 Reflection-on-action 544–546 Reflective practices, teacher education 519–528, 539–553 Reforms 459 Role identity, teachers 476 School-based distance learning, Traveller education in England 270 School-based teaching practice 482, 484, 485 Schools role in teacher education 564 School transitions and transfers 321–323, 443–448 academic performance and friendship 425–439 England curriculum continuity 343 early research 345 new initiatives 446 ORACLE 347–355 ORACLE replication study 355–361 Finland 383 New Zealand 365–373 Norway 401–422 United States difficulties 326–330 success 330–336 Scotland, Traveller education 253–263 Seating, school transfer 380 Self-as-teacher 132, 189 Self-consequating 811 Self-control 673 Self-efficacy, motivational regulation strategies 805, 806, 814 Self-exclusion, Travellers in Scotland 257 Self-infiltration 673, 674 Self-management 683 Self-regulated learning classroom environments 821–842 motivational strategies 801–818

IX

Self-regulation 661 academic management 778 goal attainment 705–728 motivation 752, 753, 804–818 Personality Systems Interaction theory 666 volitional strategies 794 Setting 431 Show people, Australia 309–318 Single parent households, early childhood education and care 116 Social integration, small and large rural schools in Norway 407, 418 Social interaction, academic performance, school transfer 427–439 Social learning, school transfer 407–422 Social skills, school transfer, teachers 394 Socioeconomic status, school transitions 328 South Africa, teacher identities and roles 475–490 Spain, early childhood education and care 40–42 auspice, age, locus of care, quality, access 20 enrollment 99 expenditure 97, 98 parental leave 14 policy dimensions 17 staff training 42 Student teachers dreams and goals 126–211 South Africa 475–490 Sweden, early childhood education and care 43–44 auspice, age, locus of care, quality, access 21 expenditure 97 financing 81–93 integrated programs 24 parental leave 14, 26 policy dimensions 17 regulation 60, 64 staff training 44–45 Switzerland, early childhood education and care, parental leave 14

Targeting, early childhood education and care 77 Teacher education 453–456, 557–573 change 460 Latin America 464 South Africa 477 control of 463 curriculum strategy 504, 567 designs for programs 493–512, 567–573 economic factors 561 impactful behaviours 517–519, 558 pedagogy 509–512, 515–535

X

Subject Index / Int. J. Educ. Res. 35 (2001) V–X

policies, developing countries 457–472, 557 professional knowledge 528–532, 559 reflective practices 519–528, 539–553, 559 role identity, South Africa 478–490 social factors 562 structures and institutions 500 teacher quality 560 Teacher educators 470 Teacher induction 206 Teacher role identity, South Africa 475–490 Teachers’ dreams and goals 125–211 Teachers’ personal development 126, 131–135, 190 Teachers’ professional identities 132, 187–189, 201, 207, 209 Teachers’ role in school transfer 393–396 Teaching for learning 458 Teaching, Personality–Systems Interaction theory 690 Team research 301 Tibet, Chinese educational policy 593–600 TOPILOT 260, 282 Training, early childhood education and care staff 31–53 Transfer/transition, school 321–323, 443–448 academic performance and friendship 425–439 England 341 curriculum continuity 343 early research 345 new initiatives 446 ORACLE 347–355 ORACLE replication study 355–361 Finland 383 New Zealand 365–373 Norway 401–422 United States 325 difficulties 326–330 success 330–336 Transhumant pastoralists, India, education 242–249 Traveller education 222–229 Australia 285–295, 297–307, 309–318 England 265–274 Netherlands 275–283 Scotland 253–263 Traveller Education Support Services(TESS), England 267

Turkey, early childhood education and care enrollment 99 expenditure 97, 98 parental leave 14 United Kingdom, early childhood education and care auspice, age, locus of care, quality, access 21 enrollment 99 expenditure 97, 98 parental leave 14 policy dimensions 17 United States early childhood education and care 45–47 auspice, age, locus of care, quality, access 21 cost-benefits 108–114 enrollment 99 expenditure 97, 98 financing 80, 82–93 parental leave 14 policy dimensions 17 regulation 61, 64 staff training 47–48 Hispanics, higher education policies 639–647 Muslim education 631–637 Navajo transition to higher education 621–628 school transitions 325–336 Utility value 782 Volition 659 effective self-regulation of goal attainment 705–728 exploring problems in academic procrastinators 733–748 instrumentality, dynamic interactions 777–796 motivational regulation strategies 801–818 Personality Systems Interaction theory 665–700 self-regulated learning 821–842 studies of practice 662 trait motivation, individual differences 751–773 Volitional Components Inventory 694 Work ethic 756, 761–772