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Vol 27, 2017


Vol 26, 2015


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 IIER 27(3), 2017

IIER 27(3) was published on 3 August 2017. Readers are invited to select file format, window width, font and font size to suit their personal preferences for screen reading comfort. For environmental sustainability purposes, we endeavour to make screen-only reading as attractive as we can.

Anne Power Editorial 27(3) [HTML]
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Tahany Alnafea and David D. Curtis Influence of mothers' parenting styles on self-regulated academic learning among Saudi primary school students [HTML]
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Behzad Ghonsooly, Tahereh Hassanzadeh, Laila Samavarchi and Seyyedeh Mina Hamedi A mixed-methods approach to demotivating factors among Iranian EFL learners [HTML]
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Rachael Hains-Wesson and Mary Appleby A perspective on third-party providers and study tour programs: A mixed method study [HTML]
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Ileana Oana Macari Graduates' self-assessment of their oral presentations of group projects: An EFL case study in Romania [HTML]
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Marie Paz E. Morales Transitions and transformations in Philippine physics education curriculum: A case research [HTML]
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Julia E. Morris, Geoffrey W. Lummis and Graeme Lock Questioning art: Factors affecting students' cognitive engagement in responding [HTML]
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Soner Polat, Yaser Arslan and Dinçer Ölçüm Diversity leadership skills of school administrators: A scale development study [HTML]
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Leila Shahian, Reza Pishghadam and Gholam Hassan Khajavy Flow and reading comprehension: Testing the mediating role of emotioncy [HTML]
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Patti Shih, Gary M. Velan and Boaz Shulruf Shared values and socio-cultural norms: E-learning technologies from a social practice perspective [HTML]
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Lucy Sibanda Understanding distributed leadership in South African schools: Challenges and prospects [HTML]
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Annfrid R. Steele An alternative collaborative supervision practice between university-based teachers and school-based teachers [HTML]
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Christian Tarchi Comprehending and recalling from text: The role of motivational and cognitive factors [HTML]
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Jeffrey Dawala Wilang and Wareesiri Singhasiri Out-of-class anxiety in a non-English speaking context and its effects on intelligibility and comprehensibility [HTML]
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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: 3 Aug 2017. This URL: http://www.iier.org.au/iier.html