|
| 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 |