CERJ, University of Cambridge » You are in Volume5

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Vol 5 (2018)

All articles are also available online at Apollo, the Cambridge University Repository.

Cover design by Georgios Spyridon Athanasopoulos

Celebrating 5 years of CORERJ	PDF
Maria Tsapali & Tanya M. Paes	2-3

Assessing formal written ability in Mathematics	PDF
Nikesh Solanki	4-27
Are native English-speaking teachers more qualified? A Critical Review of Blum and Johnson’s (2012) Article ‘Reading Repression: Textualizing the Linguistic Marginalization of Non-native English-Speaking Teachers in Arizona’	PDF
Danyang Zhang	28-35
Learning Beyond School in Mentoring for Leadership development of middle managers in Singapore primary schools	PDF
Choong Pek Lan	36-48
Evidence that low self-worth could be linked to anger and aggression in children with ASD	PDF
Philip Gerard	49-62
What are the benefits of extended writing in mathematics education?	PDF
Nikesh Solanki	63-71
Trainee teachers’ views on democratic citizenship education: The cases of the PGCE and Teach First	PDF
C.J. Rauch	72-86
A Vygotskyan sociocultural perspective on the role of L1 in target language learning	PDF
Wing Wu	87-103

Social media for Academics and Early Career Researchers: An Interview with Dr Mark Carrigan	PDF
Maria Tsapali & Tanya M. Paes	104-110