|
| Number 4 | IIER 28(4) was published on 4 November 2018. For an outline of the reasons for the change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017, please see Editorial 28(1).
|
| Roger Atkinson, Clare McBeath and Anne Power | Editorial 28(4): Reflecting upon some unused IIER statistics | [HTML] [PDF] |
ii-v |
| Khairul Akmaliah Adham, Huong Ha, Shifa Mohd Nor and Zaleha Yazid | Learning to complete the PhD thesis | [Abstract] [Full text] |
811-829 |
| Babatunde Akanji, Tonbara Mordi, Akeem Ajonbadi and Bashir Mojeed-Sanni | Impact of leadership styles on employee engagement and conflict management practices in Nigerian universities | [Abstract] [Full text] |
830-848 |
| Susan Blackley, Dawn Bennett and Rachel Sheffield | Pre-service teachers' articulation of their future selves | [Abstract] [Full text] |
849-869 |
| Mary Sandra Carlotto and Sheila Gonçalves Câmara | Work-family interactions among female teachers: Socio-demographic, labour and psychosocial predictors | [Abstract] [Full text] |
870-883 |
| Gökçe Dişlen Dağgöl | What lies behind good and poor translation from the perspective of translator trainees? | [Abstract] [Full text] |
884-900 |
| Bekithemba Dube and Thuthukile Jita | Rethinking healthy school relations to facilitate curriculum change in Zimbabwe: A relational leadership approach | [Abstract] [Full text] |
901-917 |
| Oscar Espinoza, Luis Eduardo González, Noel McGinn, Dante Castillo and Luis Sandoval | Family background, secondary school and university prestige: Contributors to income inequality in Chile | [Abstract] [Full text] |
918-939 |
| Adam Heaton | Kids can show prejudice and teachers can show them another path | [Abstract] [Full text] |
940-952 |
| Caroline Johansson, Maria Hedlin and Magnus Åberg | A touch of touch: Preschool teacher education students' reflections about physical touch | [Abstract] [Full text] |
953-966 |
| Kanphitcha Kodkanon, Pichet Pinit and Elizabeth Murphy | High-school teachers' experiences of interdisciplinary team teaching | [Abstract] [Full text] |
967-989 |
| Caroline Okumdi Muoghalu and Friday Asiazobor Eboiyehi | Assessing Obafemi Awolowo University's gender equity policy: Nigeria's under-representation of women persists | [Abstract] [Full text] |
990-1008 |
| Wilma S. Reyes, Teresita T. Rungduin, Adonis P. David and Elanor O. Bayten | A model of pedagogical strategies for low income students in the Philippines | [Abstract] [Full text] |
1009-1023 |
| Linda Salihu, Mikko Aro and Pekka Räsänen | Children with learning difficulties in mathematics: Relating mathematics skills and reading comprehension | [Abstract] [Full text] |
1024-1038 |
| Hassan Soodmand Afshar and Mahsa Bayat | Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes | [Abstract] [Full text] |
1039-1059 |
| Rattima Thanyathamrongkul, Wareesiri Singhasiri and Sonthida Keyuravong | Language literacy, language education policy and classroom practices in a Thai primary school context | [Abstract] [Full text] |
1060-1079 |
| Mark B. Ulla | English language teaching in Thailand: Filipino teachers' experiences and perspectives | [Abstract] [Full text] |
1080-1094 |
| Number 3 | IIER 28(3) was published on 2 August 2018. For an outline of the reasons for the change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017, please see Editorial 28(1).
|
| Roger Atkinson, Clare McBeath and Anne Power | Editorial 28(3) | [HTML] [PDF] |
ii-iii |
| Mustafa Bahar, Hasan Uğur and Mustafa Asil | Social achievement goals and students' socio-economic status: Cross-cultural validation and gender invariance | [Abstract] [Full text] |
511-529 |
| David A. G. Berg and Lisa F. Smith | The effect of school-based experience on preservice teachers' self-efficacy beliefs | [Abstract] [Full text] |
530-544 |
| Tony Beswick and Simon Clarke | Network principals in Western Australia: An examination of their influence and strategies | [Abstract] [Full text] |
545-559 |
| İsa Deveci and Furkan Aydın | Relationship between middle school students' tendencies toward academic risk-taking and their attitudes to science | [Abstract] [Full text] |
560-577 |
| Leanne Fried, Rena Vithiatharan, Elizabeth Davis, Tim Jones, Kirsten Hancock, Kevin Runions, Donna Cross, Donald Payne, Caleb Jones, Arthur Wright, Debbie Pieterse, Joy Knowles, Julie Clarke and Ashleigh Lin | The school experiences of children and adolescents with type 1 diabetes in Western Australia | [Abstract] [Full text] |
578-595 |
| Maribel D. Ganeb and Marie Paz E. Morales | Science fluency in primary school: Student transition from Filipino to English language learning | [Abstract] [Full text] |
596-612 |
| Esra Harmandaoğlu Baz, Cem Balçıkanlı & Paşa Tevfik Cephe | Relationship between teacher stories and encouragement of learner autonomy | [Abstract] [Full text] |
613-634 |
| Gregory Hine | Teachers' perceptions on declining student enrolments in Australian senior secondary mathematics courses | [Abstract] [Full text] |
635-654 |
| Zeina Hojeij and Sandra Baroudi | Student perceptions on peer feedback training using a blended method: A UAE case | [Abstract] [Full text] |
655-678 |
| Ali Ibrahim | Directive, collaborative, or non-directive? Thesis supervision approaches in the United Arab Emirates | [Abstract] [Full text] |
679-700 |
| İshak Kozikoğlu and Mecit Aslan | Socio-cultural, psychological and academic problems of undergraduate Syrian students in Turkey | [Abstract] [Full text] |
701-719 |
| Teresa Mwoma, Nyakwara Begi and Catherine Murungi | Safety and security in preschools: A challenge in informal settlements | [Abstract] [Full text] |
720-736 |
| Somaye Piri, Reza Pishghadam, L. Quentin Dixon and Zohreh Eslami Rasekh | Predictors of L2 achievement: Testing a model based on EFL learners' emotional, social, and cultural capitals | [Abstract] [Full text] |
737-755 |
| Masoud Rahimi and Hiwa Weisi | Reflective practice, self-efficacy, and research by EFL teachers: Examining possible relationships | [Abstract] [Full text] |
756-780 |
| Lucy Sibanda | Distributed leadership in three diverse public schools: Perceptions of deputy principals in Johannesburg | [Abstract] [Full text] |
781-796 |
| Mark B. Ulla | Benefits and challenges of doing research: Experiences from Philippine public school teachers | [Abstract] [Full text] |
797-810 |
| Number 2 | IIER 28(2) was published on 5 April 2018. For an outline of the reasons for the change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017, please see Editorial 28(1).
|
| Anne Power, Roger Atkinson and Clare McBeath | Editorial 28(2) | [HTML] [PDF] |
ii-v |
| Ester Aflalo | Changes in the perceptions of the nature of science and religious belief | [Abstract] [Full text] |
237-253 |
| Suhaedir Bachtiar, Siti Zubaidah, Aloysius Duran Corebima and Sri Endah Indriwati | The spiritual and social attitudes of students towards integrated problem based learning models | [Abstract] [Full text] |
254-270 |
| Terry Bowles and Janet Scull | Applying adaptive change processes and supports to the learning classroom | [Abstract] [Full text] |
271-287 |
| Jeffrey Lloyd L. Cagande and Richard R. Jugar | The flipped classroom and college physics students' motivation and understanding of kinematics graphs | [Abstract] [Full text] |
288-307 |
| İsmail Çimen and Habib Özgan | Contributing and damaging factors related to the psychological capital of teachers: A qualitative analysis | [Abstract] [Full text] |
308-328 |
| Laurent Cosnefroy, Fabien Fenouillet, Corinne Mazé and Barbara Bonnefoy | On the relationship between the forethought phase of self-regulated learning and self-regulation failure | [Abstract] [Full text] |
329-348 |
| Jamie Dorrington | A new organisational architecture to support personalised learning: Parent's perspectives on the academic advisers | [Abstract] [Full text] |
349-366 |
| Mansoor Ganji, Saeed Ketabi and Mohammadtaghi Shahnazari | Teacher training courses in Iranian private language institutes: Issues and options | [Abstract] [Full text] |
367-384 |
| Ghazi M. Ghaith | Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning | [Abstract] [Full text] |
385-404 |
| Remeredzayi Gudyanga and Loyiso C. Jita | Mapping physical sciences teachers' concerns regarding the new curriculum in South Africa | [Abstract] [Full text] |
405-421 |
| Kalle Juuti, Knut-Andreas Christophersen, Eyvind Elstad, Trond Solhaug and Are Turmo | Finnish teacher education and its contributions to pre-service teachers' instructional self-efficacy | [Abstract] [Full text] |
422-437 |
| Karen Murcia and Coral Pepper | Evaluating the social impact of a science centre's STEM professional learning strategies for teachers | [Abstract] [Full text] |
438-452 |
| Peter M. Robinson | Affective underpinnings of surface approaches to learning and their relationship with sensation seeking | [Abstract] [Full text] |
453-469 |
| Julia Savage and Vikki Pollard | Developing critical questions from faculty tensions: An approach to collegiality in course teams | [Abstract] [Full text] |
470-486 |
| Rachel Sheffield, Susan Blackley and Paul Moro | A professional learning model supporting teachers to integrate digital technologies | [Abstract] [Full text] |
487-510 |
| Number 1 | IIER 28(1) was published on 4 February 2018. It marks the adoption of a revised format for IIER, with abstracts and some other details published in HTML, and the full text published in PDF. Editorial 28(1) outlines the reasons for this change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017.
|
| Roger Atkinson, Clare McBeath and Anne Power | Editorial 28(1): Reflecting on diversity and a format change | [HTML] [PDF] |
ii-vii |
| Shirin Abadikhah, Zahra Aliyan and Seyed Hassan Talebi | EFL students' attitudes towards self-regulated learning strategies in academic writing | [Abstract] [Full text] |
1-17 |
| Susan Blackley, Yuli Rahmawati, Ella Fitriani, Rachel Sheffield and Rekha Koul | Using a Makerspace approach to engage Indonesian primary students with STEM | [Abstract] [Full text] |
18-42 |
| Vasiliki Brouskeli, Vasiliki Kaltsi and Maria Loumakou | Resilience and occupational well-being of secondary education teachers in Greece | [Abstract] [Full text] |
43-60 |
| Ana Diogo, Pedro Silva and Joana Viana | Children's use of ICT, family mediation, and social inequalities | [Abstract] [Full text] |
61-76 |
| N. Dilşad Güven and Ziya Argün | Width, length, and height conceptions of students with learning disabilities | [Abstract] [Full text] |
77-98 |
| Conley Hathorn and Anna Marie Dillon | Action research as professional development: Its role in education reform in the United Arab Emirates | [Abstract] [Full text] |
99-119 |
| Dana-Kristin Mah and Dirk Ifenthaler | Students' perceptions toward academic competencies: The case of German first-year students | [Abstract] [Full text] |
120-137 |
| Thi Thuy Nhan and Huu Cuong Nguyen | Quality challenges in transnational higher education under profit-driven motives: The Vietnamese experience | [Abstract] [Full text] |
138-152 |
| Martin Stynes, Timothy Murphy, Gerry McNamara and Joe O'Hara | Reflection-on-action in qualitative research: A critical self-appraisal rubric for deconstructing research | [Abstract] [Full text] |
153-167 |
| Tomoharu Takahashi | Motivation of students for learning English in Rwandan schools | [Abstract] [Full text] |
168-186 |
| Maria Tsakeni | Inquiry-based practical work in physical sciences: Equitable access and social justice issues | [Abstract] [Full text] |
187-201 |
| Tracy K. Y. Wong, Xi Tao and Chiaki Konishi | Teacher support in learning: Instrumental and appraisal support in relation to math achievement | [Abstract] [Full text] |
202-219 |
| Kirsty Young | CO-CREATE: Teachers' voices to inform special education teacher education | [Abstract] [Full text] |
220-236 |