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| Number 4 | IIER 26(4) was published on 25 October 2016. 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.
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| Roger Atkinson, Clare McBeath and Anne Power | Editorial 26(4): IIER's growth and jobs for reviewers and editorial staff | [HTML] [PDF] |
ii-iv |
| Chiara Berti, Consuelo Mameli, Giuseppina Speltini and Luisa Molinari | Teacher justice and parent support as predictors of learning motivation and visions of a just world | [HTML] [PDF] |
543-560 |
| Angela Evangelinou-Yiannakis | Challenges faced by a faith-based school in a rural, predominantly secular setting: Implications | [HTML] [PDF] |
561-575 |
| Nosisi Nellie Feza | Basic numeracy abilities of Xhosa Reception year students in South Africa: Language policy issues | [HTML] [PDF] |
576-591 |
| Jonathan Gillett, Simon Clarke and Tom O'Donoghue | Leading schools facing challenging circumstances: Some insights from Western Australia | [HTML] [PDF] |
592-603 |
| Ebrahim Khodadady and Shaghayegh Shayesteh | Cultural and linguistic imperialism and the EIL movement: Evidence from a textbook analysis | [HTML] [PDF] |
604-622 |
| Colleen Ma, Peter Harris, Andrew Cole, Phil Jones and Boaz Shulruf | Selection into medicine using interviews and other measures: Much remains to be learned | [HTML] [PDF] |
623-634 |
| Hassan Soodmand Afshar, Somayyeh Tofighi and Raouf Hamazavi | Iranian EFL learners' emotional intelligence, learning styles, strategy use, and their L2 achievement | [HTML] [PDF] |
635-652 |
| Wenwen Tian and Wareesiri Singhasiri | Learning opportunities in PhD supervisory talks: A social constructionist perspective | [HTML] [PDF] |
653-672 |
| Stuart Watson, Lynette Vernon, Sarah Seddon, Yolanda Andrews and Angela Wang | Parents influencing secondary students' university aspirations: A multilevel approach using school SES | [HTML] [PDF] |
673-693 |
| Joanne Sau-Ching Yim and Priscilla Moses | Work factors and teacher satisfaction: The mediating effect of cynicism toward educational change | [HTML] [PDF] |
694-709 |
| Number 3 | IIER 26(3) was published on 24 August 2016. |
| Clare McBeath, Roger Atkinson and Anne Power | Editorial 26(3): Copy editing | [HTML] [PDF] |
ii-iv |
| Ali Abdullah Ali Alghail and Omer Hassan Ali Mahfoodh | Academic reading difficulties encountered by international graduate students in a Malaysian university | [HTML] [PDF] |
369-386 |
| Mohammad Madallh Alhabahba, Ambigapathy Pandian and Omer Hassan Ali Mahfoodh | The effect of integrated instructions on reading comprehension, motivation, and cognitive variables | [HTML] [PDF] |
387-406 |
| Hannah Bennett-Rappell and Maria Northcote | Underachieving gifted students: Two case studies | [HTML] [PDF] |
407-430 |
| Soribel Genao | Culturally responsive pedagogy: Reflections on mentoring by educational leadership candidates | [HTML] [PDF] |
431-445 |
| Shannon Mason and Cristina Poyatos Matas | Language teacher supply: A content analysis of newspaper coverage across the 'Anglobubble' | [HTML] [PDF] |
446-463 |
| Marie Paz E. Morales, Edna Luz R. Abulon, Portia R. Soriano, Adonis P. David, Ma. Victoria C. Hermosisima and Maribel G. Gerundio | Examining teachers' conception of and needs on action research | [HTML] [PDF] |
464-489 |
| Megan Paull, Craig Whitsed and Antonia Girardi | Applying the Kirkpatrick model: Evaluating an Interaction for Learning Framework curriculum intervention | [HTML] [PDF] |
490-507 |
| Reza Pishghadam, Mohammad Zabetipour and Afrooz Aminzadeh | Examining emotions in English language learning classes: A case of EFL emotions | [HTML] [PDF] |
508-527 |
| Joanne Yoo and Sarah Loch | Learning bodies: What do teachers learn from embodied practice? | [HTML] [PDF] |
528-542 |
| Number 2 | IIER 26(2) was published on 23 May 2016. |
| Anne Power, Clare McBeath and Roger Atkinson | Editorial 26(2) | [HTML] [PDF] |
ii-v |
| Lillie Josephine Aura, Grady Venville and Ida Marais | The relationship between Kenyan Sign Language and English literacy | [HTML] [PDF] |
165-181 |
| Christiana O. Eboiyehi, Ike Fayomi and Friday A. Eboiyehi | From exclusion to discrimination: Gender inequality in the senior management of Nigerian universities | [HTML] [PDF] |
182-205 |
| Orhan Ercan, Kadir Bilen and Evrim Ural | 'Earth, Sun and Moon': Computer assisted instruction in secondary school science - achievement and attitudes | [HTML] [PDF] |
206-224 |
| Lisa Kervin and Jessica Mantei | Digital storytelling: Capturing children's participation in preschool activities | [HTML] [PDF] |
225-240 |
| Kari Knutson Miller and Amber M. Gonzalez | Short-term international internship experiences for future teachers and other child development professionals | [HTML] [PDF] |
241-259 |
| Christopher Lange, Jamie Costley and Seung Lock Han | Informal cooperative learning in small groups: The effect of scaffolding on participation | [HTML] [PDF] |
260-279 |
| Trevor Lovett | 'I'm like you not': Intergenerational mobility of working class students from a cultural-evolutionary perspective | [HTML] [PDF] |
280-297 |
| Julie Maakrun and Marguerite Maher | Cultural interface theory in the Kenya context and beyond | [HTML] [PDF] |
298-314 |
| Susan Main, John O'Rourke, Julia Morris and Helen Dunjey | Focus on the journey, not the destination: Digital games and students with disability | [HTML] [PDF] |
315-331 |
| Josh McCarthy | Reflections on a flipped classroom in first year higher education | [HTML] [PDF] |
332-350 |
| Ryan Naylor, Sumone Chakravarti and Chi Baik | Differing motivations and requirements in PhD student cohorts: A case study | [HTML] [PDF] |
351-367 |
| Number 1 | IIER 26(1) was published on 10 March 2016.
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| Anne Power | Editorial 26(1) | [HTML] [PDF] |
ii-v |
| Catherine Askew, Robyn Dixon, Ross McCormick, Kathleen Callaghan, Grace Ying Wang and Boaz Shulruf | Facilitators and barriers to doctoral supervision: A case study in health sciences | [HTML] [PDF] |
1-9 |
| Terry Bowles, Janet Scull, John Hattie, Janet Clinton, Geraldine Larkins, Vincent Cicconi, Doreen Kumar and Jessica L. Arnup | Conducting psychological assessments in schools: Adapting for converging skills and expanding knowledge | [HTML] [PDF] |
10-28 |
| Michael McCarthy | Parental choice of school by rural and remote parents | [HTML] [PDF] |
29-44 |
| Per Egil Mjaavatn, Per Frostad and Sip Jan Pijl | Adolescents: Differences in friendship patterns related to gender | [HTML] [PDF] |
45-64 |
| Marie Paz E. Morales, Ruel A. Avilla and Allen A. Espinosa | Does gender inequality influence interest in pursuing a career in science or mathematics teaching? | [HTML] [PDF] |
65-81 |
| Teresa Mwoma and Jace Pillay | Educational support for orphans and vulnerable children in primary schools: Challenges and interventions | [HTML] [PDF] |
82-97 |
| Angela Page and Lisa F. Smith | Relational aggression and physical aggression among adolescent Cook Islands students | [HTML] [PDF] |
98-116 |
| Coral Pepper and Susan Roberts | Valuing the leadership role of university unit coordinators | [HTML] [PDF] |
117-130 |
| Reza Pishghadam, Fahime Saboori, Laila Samavarchi and Tahereh Hassanzadeh | Examining the gender identity of language teachers using a masculinity-femininity scale: A case from Iran | [HTML] [PDF] |
131-146 |
| Yuli Rahmawati and Rekha Koul | Fieldwork, co-teaching and co-generative dialogue in lower secondary school environmental science | [HTML] [PDF] |
147-164 |