Volume 12 (2012)

Psychometric evaluation of a brief parent- and teacher-rated screen for children at risk of conduct disorder
Melissa Duncombe, Sophie Havighurst, Kerry Holland & Emma Frankling
Pages 1-11
Full text paper

The longer they stay the less talented they perceive they are:  Females' talent based on approaches to learning
Terry Bowles
Pages 12-20
Full text paper

Goals for teaching: Towards a framework for examining motivation of graduating teachers
Caroline Mansfield, Marold Wosnitza & Susan Beltman
Pages 21-34
Full text paper

Feuerstein's mediated learning experience as a vehicle for enhancing cognitive functioning of remedial school learners in South Africa
Joseph Seabi
Pages 35-45
Full text paper

Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems
Gavin Brown & Lois Harris
Pages 46-59
Full text paper

Spelling instruction through etymology:  A method of developing  spelling lists for older students
Greg Hutcheon, Marilyn Campbell & Judith Stewart
Pages 60-70
Full text paper

An instrument to assess beliefs about standardized testing: Measuring the influence of epistemology on the endorsement of standardized testing
Robert Magee & Brett Jones
Pages 71-82
Full text paper

Changes in children's beliefs about everyday reasoning: Evidence from Greek primary students
Panayiota Metallidou, Eleni Diamantidou, Eleni Konstantinopoulou & Kalliopi Megari
Pages 83-92
Full text paper

From self-theories of intelligence to academic delay of gratification: The mediating role of achievement goals
Sabry M. Abd-El-Fattah & Hilal Z. AL-Nabhani
Pages 93-107
Full text paper

Belonging as a Guiding Principle in the Education of Adolescents
Kelly A Allen & Terence Bowles
Pages 108-119
Full text paper

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.