Cambridge Journal of Education

Erratum
pp. i-i(1)

On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing
pp. 133-148(16)
Authors: Parr, Graham; Bulfin, Scott; Castaldi, Renee; Griffiths, Elisabeth; Manuel, Charmaine

‘Not only satisfied and responsible, but also hopeful’: prospective teachers’ career choice satisfaction, hope, and personal responsibility
pp. 149-166(18)
Author: Eren, Altay

Establishing respectful educative relationships: a study of newly qualified teachers in Ireland
pp. 167-185(19)
Author: O’Grady, Emmanuel

Gender and high school chemistry: student perceptions on achievement in a selective setting
pp. 187-204(18)
Authors: Cousins, Andrew; Mills, Martin

Exploring the intentions and practices of principals regarding inclusive education: an application of the Theory of Planned Behaviour
pp. 205-221(17)
Authors: Yan, Zi; Sin, Kuen-fung

Changes among Israeli youth movements: a structural analysis based on Kahane’s code of informality
pp. 223-243(21)
Author: Cohen, Erik H.

Funding, reputation and targets: the discursive logics of high-stakes testing
pp. 245-264(20)
Authors: Lewis, Steven; Hardy, Ian

Producing the docile body: analysing Local Area Under-performance Inspection (LAUI)
pp. 265-280(16)
Author: Clapham, Andrew

Unlocking the gates to the peasants: are policies of ‘fairness’ or ‘inclusion’ more important for equity in higher education?
pp. 281-293(13)
Author: Pitman, Tim