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 IIER 30(4), 2020

IIER 30(4) was published on 10 December 2020.

Roger Atkinson Editorial 30(4): Views from and about Open Access Week 2020 [HTML]
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Felipe Aravena Mapping school principal selection in South America: Unsolved problems and complexities [Abstract]
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Arbërore Bicaj and Violeta Buza Professional development experiences and expectations for early childhood teachers in Kosovo [Abstract]
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Tatiana Chirkina, Tatiana Khavenson, Marina Pinskaya and Roman Zvyagintsev Factors of student resilience obtained from TIMSS and PISA longitudinal studies [Abstract]
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S. Chee Choy, Judith Dinham, Joanne Sau Ching Yim and Paul Williams Comparing reflective practices of pre-service teachers in Malaysia and Australia: A mixed-methods approach [Abstract]
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Chrissy Cross, Keith Hubbard, Lesa Beverly, Dennis Gravatt and Adrienne Aul The continuation of a mentoring network for pre-service teachers into early in-service years [Abstract]
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Ghazi M. Ghaith Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension [Abstract]
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Anna L. Gomez, Elena D. Pecina, Sara Abi Villanueva and Tonya Huber The undeniable relationship between reading comprehension and mathematics performance [Abstract]
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Günkut Mesci Difficult topics in the nature of science: An alternative explicit/reflective program for pre-service science teachers [Abstract]
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Mirriam Matshidiso Moleko and Mogege D. Mosimege Teachers' and learners' experiences for guiding effective teaching and learning of mathematics word problems [Abstract]
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Karen Murcia, Coral Pepper, Mathilda Joubert, Emma Cross and Sinead Wilson A framework for identifying and developing children's creative thinking while coding with digital technologies [Abstract]
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Niamh O'Meara, Mark Prendergast and Páraic Treacy What's the point? Impact of Ireland's bonus points initiative on student profile in mathematics classrooms [Abstract]
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Manthana Pandee, Saowaluck Tepsuriwong and Pornapit Darasawang The dynamic state of pre-service teachers' self-efficacy: A critical incident study in Thailand [Abstract]
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Saule Polatova, Gulsim Lekerova, Dildar Kistaubaeva, Rashida Zhanaliyeva and Altynai Kalzhanova Trilingual education in Kazakhstani universities: Use of Kazakh, Russian, and motivation towards learning English [Abstract]
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Razlina Razali, Eleanor Hawe and Helen Dixon How are undergraduate students supervised? Perceptions of students and supervisors in a Malaysian university [Abstract]
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David Sabiston and Ambrose Leung The role of student and instructor VARK learning styles in principles of economics [Abstract]
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Takahiro Sato, Shannon Mason and Chie Kataoka Japanese elementary school teachers' professional experiences of long working hours [Abstract]
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Aaron Taylor The effect of emotional labour on English teachers in Japan [Abstract]
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Tiny Chiu Yuen Tey, Priscilla Moses and Phaik Kin Cheah Teacher, parental and friend influences on STEM interest and career choice intention [Abstract]
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Rebecca Walker, Rhonda Oliver and Ross Mackenzie Interviews with secondary school students: Perceptions of feedback [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: 10 Dec 2020. This URL: http://www.iier.org.au/iier.html