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| Number 4 | IIER 27(4) was published on 22 October 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.
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| Anne Power | Editorial 27(4) | [HTML] [PDF] |
ii-v |
| Nouf Mohammed Albadi, John Mitchell O'Toole and Jean Harkins | A preliminary study of the technical use of Arabic in Saudi secondary physics classes | [HTML] [PDF] |
639-657 |
| Akwasi Arko-Achemfuor | Student support gaps in an open distance learning context | [HTML] [PDF] |
658-676 |
| Jehanzeb R. Cheema and Muhammad Asrar-ul-Haq | Effects of staff participation, morale, and shortage on organisational performance: An international survey | [HTML] [PDF] |
677-696 |
| Julie Crews and Jenni Parker | The Cambodian experience: Exploring university students' perspectives for online learning | [HTML] [PDF] |
697-719 |
| Sushmita Datta Roy and Shane Lavery | Experiences of overseas trained teachers seeking a public school position in Western Australia and South Australia | [HTML] [PDF] |
720-735 |
| Majid Farahian | Developing and validating a metacognitive writing questionnaire for EFL learners | [HTML] [PDF] |
736-750 |
| Tuba Gökmenoğlu | More than just another course: Service learning as antidote to cultural bias | [HTML] [PDF] |
751-769 |
| Christopher Joyce, Gregory Hine and Ryan Anderton | The association between secondary mathematics and first year university performance in health sciences | [HTML] [PDF] |
770-783 |
| Sean Kearney | Beginning teacher induction in secondary schools: A best practice case study | [HTML] [PDF] |
784-802 |
| Mary M. Lombardo-Graves | Building resiliency: Introducing the pre-service Special Educator Efficacy Scale | [HTML] [PDF] |
803-821 |
| Majid Nemati, Sayyed Mohammad Alavi, Hassan Mohebbi and Ali Panahi Masjedlou | Speaking out on behalf of the voiceless learners: Written corrective feedback for English language learners in Iran | [HTML] [PDF] |
822-841 |
| Kioumars Razavipour and Moslem Yousefi | Iranian English language teachers' job satisfaction and organisational climate in public and private schools | [HTML] [PDF] |
842-858 |
| Fatemeh Rozati | Relating EFL teachers' professional and institutional identity to their teaching efficacy | [HTML] [PDF] |
859-873 |
| Désirée von Ahlefeld Nisser | Can collaborative consultation, based on communicative theory, promote an inclusive school culture? | [HTML] [PDF] |
874-891 |
| Number 3 | IIER 27(3) was published on 3 August 2017. |
| Anne Power | Editorial 27(3) | [HTML] [PDF] |
ii-v |
| Tahany Alnafea and David D. Curtis | Influence of mothers' parenting styles on self-regulated academic learning among Saudi primary school students | [HTML] [PDF] |
399-416 |
| Behzad Ghonsooly, Tahereh Hassanzadeh, Laila Samavarchi and Seyyedeh Mina Hamedi | A mixed-methods approach to demotivating factors among Iranian EFL learners | [HTML] [PDF] |
417-434 |
| Rachael Hains-Wesson and Mary Appleby | A perspective on third-party providers and study tour programs: A mixed method study | [HTML] [PDF] |
435-452 |
| Ileana Oana Macari | Graduates' self-assessment of their oral presentations of group projects: An EFL case study in Romania | [HTML] [PDF] |
453-468 |
| Marie Paz E. Morales | Transitions and transformations in Philippine physics education curriculum: A case research | [HTML] [PDF] |
469-492 |
| Julia E. Morris, Geoffrey W. Lummis and Graeme Lock | Questioning art: Factors affecting students' cognitive engagement in responding | [HTML] [PDF] |
493-511 |
| Soner Polat, Yaser Arslan and Dinçer Ölçüm | Diversity leadership skills of school administrators: A scale development study | [HTML] [PDF] |
512-526 |
| Leila Shahian, Reza Pishghadam and Gholam Hassan Khajavy | Flow and reading comprehension: Testing the mediating role of emotioncy | [HTML] [PDF] |
527-549 |
| Patti Shih, Gary M. Velan and Boaz Shulruf | Shared values and socio-cultural norms: E-learning technologies from a social practice perspective | [HTML] [PDF] |
550-566 |
| Lucy Sibanda | Understanding distributed leadership in South African schools: Challenges and prospects | [HTML] [PDF] |
567-581 |
| Annfrid R. Steele | An alternative collaborative supervision practice between university-based teachers and school-based teachers | [HTML] [PDF] |
582-599 |
| Christian Tarchi | Comprehending and recalling from text: The role of motivational and cognitive factors | [HTML] [PDF] |
600-619 |
| Jeffrey Dawala Wilang and Wareesiri Singhasiri | Out-of-class anxiety in a non-English speaking context and its effects on intelligibility and comprehensibility | [HTML] [PDF] |
620-638 |
| Number 2 | IIER 27(2) was published on 9 April 2017.
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| Anne Power and Roger Atkinson | Editorial 27(2) | [HTML] [PDF] |
ii-v |
| Carmel Bauer, Sue Thomas and Cheryl Sim | Mature age professionals: Factors influencing their decision to make a career change into teaching | [HTML] [PDF] |
185-197 |
| Lisa Buxton | Ditching deficit thinking: Changing to a culture of high expectations | [HTML] [PDF] |
198-214 |
| Jehanzeb R. Cheema and Asia N. Fuller-Hamilton | Teacher morale, participation, and shortage in white-majority and white-minority schools: Principals' perceptions | [HTML] [PDF] |
215-233 |
| S. Chee Choy, Joanne Yim Sau Ching and Poh Leong Tan | Reflective thinking among preservice teachers: A Malaysian perspective | [HTML] [PDF] |
234-251 |
| Fatih Mehmet Ciğerci and Mehmet Gultekin | Use of digital stories to develop listening comprehension skills | [HTML] [PDF] |
252-268 |
| Angela Evangelinou-Yiannakis | A reflection on the methodology used for a qualitative longitudinal study | [HTML] [PDF] |
269-284 |
| Mona Kamal Ibrahim and Yehia A. Ibrahim | Communicative English language teaching in Egypt: Classroom practice and challenges | [HTML] [PDF] |
285-313 |
| Geoffrey M. Lowe, Geoffrey W. Lummis and Julia E. Morris | Pre-service primary teachers' experiences and self-efficacy to teach music: Are they ready? | [HTML] [PDF] |
314-329 |
| Anthony Morison and Kym Cowley | An exploration of factors associated with student attrition and success in enabling programs | [HTML] [PDF] |
330-346 |
| Teresa Mwoma | Children's reading ability in early primary schooling: Challenges for a Kenyan rural community | [HTML] [PDF] |
347-364 |
| Grant Rodwell | A national history curriculum, racism, a moral panic and risk society theory | [HTML] [PDF] |
365-380 |
| Joanne Yoo, Don Carter and John Larkin | Making research relevant through an engagement of identities | [HTML] [PDF] |
381-398 |
| Number 1 | IIER 27(1) was published on 15 January 2017. |
| Clare McBeath, Jenni Parker, Coral Pepper, Roger Atkinson and Anne Power | Editorial 27(1): An early start to Volume 27, and our expanded editorial team | [HTML] [PDF] |
ii-iv |
| Reem Aldegether | "Women's ways of knowing" among female Saudi student teachers and their implications for teaching and learning | [HTML] [PDF] |
1-18 |
| Mirella Atherton | A comparison of student confidence levels in open access and undergraduate university courses | [HTML] [PDF] |
19-30 |
| Gökhan Baş, Cihad Şentürk and Fatih Mehmet Ciğerci | Homework and academic achievement: A meta-analytic review of research | [HTML] [PDF] |
31-50 |
| Neville John Ellis and Tony Loughland | 'Where to next?' Examining feedback received by teacher education students | [HTML] [PDF] |
51-63 |
| Karen Goodnough and Elizabeth Murphy | An analysis of the professional learning of science teachers using the metaphor of learning by expanding | [HTML] [PDF] |
64-81 |
| Rachael Hains-Wesson, Vikki Pollard and Angela Campbell | A three-stage process of improvisation for teamwork: Action research | [HTML] [PDF] |
82-98 |
| Steven Males, Frank Bate and Jean Macnish | The impact of mobile learning on student performance as gauged by standardised test (NAPLAN) scores | [HTML] [PDF] |
99-114 |
| Suzanne Renner and Keryn Pratt | Exploring primary teachers' self-efficacy beliefs for teaching dance education | [HTML] [PDF] |
115-133 |
| Linda Riebe, Antonia Girardi and Craig Whitsed | Teaching teamwork in Australian university business disciplines: Evidence from a systematic literature review | [HTML] [PDF] |
134-150 |
| Grant Rodwell | 'A bridge too far?' The politics of Tasmanian school retention rates | [HTML] [PDF] |
151-167 |
| Marlizah Yusuf, Peter Charles Taylor and Muhd Ibrahim Muhamad Damanhuri | Designing critical pedagogy to counteract the hegemonic culture of the traditional chemistry classroom: An autoethnographic account | [HTML] [PDF] |
168-184 |