Volume 40 Regular Articles The Relationship between Principal Leadership and Teacher Collaboration in Turkish Primary Schools: A Multilevel Analysis Sedat Gumus, Okan Bulut, and Mehmet Sukru Bellibas Group Supervision and Japanese Students’ Successful Completion of Undergraduate Theses Kiyomi Yamada The Role of Interpersonal Comfort, Attributional Confidence, and Communication Quality in Academic Mentoring Relationships Laetitia Yim and Lea Waters Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives Judith Smith and Ran Hu Using a Template to Facilitate External Peer Preview of Curriculum: A Variation on the PRoT Theme Rebecca Sealey Developing Educational Leaders for Social Justice: Programmatic Elements that Work or Need Improvement Patricia L. Guerra, Sarah W. Nelson, Jennifer Jacobs and Erica Yamamura Empowering and Engaging Students in Learning Research Methods Shuang Liu and Rhonda Breit Teaching the Teachers: A Study of Perceived Professional Development Needs of Educators to Enhance Positive Attitudes toward Inclusive Practices Sandra A. Shady, Vicki L. Luther and Laila J. Richman Working in Three-Part Harmony: Expectations of Cooperating Teachers as a Foundation for Collaboration Douglas Busman, Linda McCrea and Samantha Schenk Peace Education in English and Jordanian Schools: A Comparative Study Mohammad Sayel Al-Zyoud, Eleanor J. Brown and W. John Morgan Discipline-Based Variations in the Literature Review in the PhD Thesis: A Perspective from the Discipline of History Dilhara Darshana Premaratne Work Life Balance and Wellbeing, and the Un/changing Nature of Teachers’ Work Kay Whitehead Peer Assessing in Higher Education: Perspectives of Students and Staff Rebecca Maree Sealey Book Reviews Daniel T. Willingham’s Why Don’t Students Like School? Adena Young-Jones
