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 IIER 32(4), 2022

IIER 32(4) was published on 11 December 2022.

Roger AtkinsonEditorial 32(4): (i) An editor's lament; (ii) Peer review in academic publishing; (iii) Update on new .au namespace [HTML]
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Holden Kenneth Alcazaren, Erlene Barandino, Cristian Narvacan and Lizamarie Campoamor-Olegario Investigating Filipino school teachers' engagements with research: A bioecological systems case study [Abstract]
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Hlengani Baloyi and Godwin Khosa Rebooting the South African education system amidst Covid-19: Impediments and improvement strategies [Abstract]
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Emma Barnett and Wiets Botes Transformative pedagogy adoption by Natural Sciences pre-service teachers in a South African university [Abstract]
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Linda Cranley, Christine Robinson, Gregory Hine and Dee O'Connor The desks have changed; it must be NAPLAN time: How NAPLAN affects teaching and learning of mathematics [Abstract]
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Emma Cross, Madeleine Dobson, Rebecca Walker and Geoff Lowe Leading for quality in Western Australian early childhood services: An emerging framework [Abstract]
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Wendy Cumming-Potvin, Libby Jackson-Barrett and Dominique Potvin Aboriginal perspectives matter: Yarning and reflecting about teaching literacies with multimodal Aboriginal texts [Abstract]
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Filiz Erbay and Ilknur Tarman Effect of the Covid-19 pandemic on language development of preschool children [Abstract]
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Humairah Fauziah and Bambang Yudi Cahyono Prevalent beliefs in learning styles myths: Indonesian research trends on learning styles [Abstract]
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Rachael Hains-Wesson A philosophy of practice to inform team-teaching: A blended auto-ethnographical account [Abstract]
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Elina Hytönen-Ng, Kaisa Pihlainen, Kwok Ng and Eija Kärnä Sounds of learning: Soundscapes - teacher perceptions of acoustic environments in Finland's open plan classrooms [Abstract]
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Dawn Joseph and Bradley Merrick Staying in tune and keeping positive: Redefining music teacher practices for online learning in Australia [Abstract]
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Rexhep Krasniqi Teacher professional development trends: Perspectives of teachers and principals in Kosovo [Abstract]
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Mamathe Malepa-Qhobela and Mogege Mosimege A framework to assist mathematics teachers in integrating problem solving in secondary school classrooms [Abstract]
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Alin Mardiah, Yuli Rahmawati, Fauzan Khairi Che Harun and Deni Hadiana Transferable skills for pre-service chemistry teachers in Indonesia: Applying a design thinking-STEAM-PjBL model [Abstract]
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Veronica Morcom Social practices and relational agency to support student collaboration: A sociocultural perspective [Abstract]
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Vaughan Prain, Tracey Muir, Valerie Lovejoy, Cathleen Farrelly, Sherridan Emery, Damon Thomas, Craig Deed and Russell Tytler Teacher professional learning in large teaching spaces: An Australian case study [Abstract]
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Joseph B. Quinto Seize the day or seize theses? The challenges in undergraduate thesis writing [Abstract]
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Kimberly C. Rivera "My job as a teacher literally never stops": How Filipino women teachers coped during the Covid-19 pandemic [Abstract]
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Nicholas Scarlota and Rocío Knipp Experiencing emergency remote teaching as an EFL educator in Chile at the onset of the Covid-19 pandemic [Abstract]
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Gayane Tovmasyan, Davit Hakhverdyan, Tatul Mkrtchyan and Arsen Petrosyan The impact of Covid-19 on education quality and learning efficiency in universities: Evidence from Armenia [Abstract]
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Ceyhun Yukselir and Omer Ozer Investigating the interplay between English language teachers' autonomy, well-being and efficacy [Abstract]
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IIER is published by the Institutes for Educational Research in NSW, SA and WA. ISSN 1837-6290 (Online)
Web page editors Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]
Last revision: 24 September 2022. This URL: http://www.iier.org.au/iier.html