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Issues in Educational Research

Contents of Volume 29, 2019


Number 2 IIER 29(2) was published on 14 April 2019.

Roger Atkinson Editorial 29(2): Two items from recent editorial correspondence [HTML]
[PDF]
ii-v
Ali Abdullah Ali Alghail and Omer Hassan Ali Mahfoodh Academic oral communication difficulties encountered by Yemeni postgraduate students in a Malaysian university [Abstract]
[Full text]
301-325
Sheikh Asadullah Evaluating effective mathematics teaching in secondary schools in Bangladesh using a value-added model [Abstract]
[Full text]
326-345
Joan Burfitt Cognitive interviews for reviewing multiple-choice items in mathematics [Abstract]
[Full text]
346-362
Ashish K. Das, Quynh T. Nguyen, An T. Nguyen, Milton Nomikoudis and Dung Ha Van Course redesign to incorporate flipped delivery: A business degree case in Vietnam [Abstract]
[Full text]
363-383
Şahin Dündar An evaluation of the intentions of preservice teachers to use the case study method in social studies classes [Abstract]
[Full text]
384-401
Eda Erdas Kartal, Nihal Dogan, Serhat Irez, Gultekin Cakmakci and Yalcin Yalaki A five-level design for evaluating professional development programs: Teaching and learning about nature of science [Abstract]
[Full text]
402-426
Angela Evangelinou-Yiannakis Dealing with the demands of the Deakin University-Teach For Australia program: Four perspectives [Abstract]
[Full text]
427-443
Dawn Joseph "Trying to keep afloat": Early career teaching in an Australian setting [Abstract]
[Full text]
444-457
Penelope Ludicke, Tracey Muir and Karen Swabey Identifying and supporting young adolescent academic underachievers in Year 7 and 8 classrooms [Abstract]
[Full text]
458-484
Noella M. Mackenzie, Lena Danaia, Amy MacDonald and Debra Ann Metcalf Working above standard in literacy and numeracy in primary school [Abstract]
[Full text]
485-501
Victoria A. Namukwaya and Israel Kibirige Parents' perceptions of universal primary education in Kotido District, Uganda [Abstract]
[Full text]
502-518
Elizabeth Pérez-Izaguirre Educational inequalities, teacher authority and student autonomy in multi-ethnic Basque secondary education [Abstract]
[Full text]
519-536
Cornelia Staats, Grace Oakley and Ida Marais A legibility scale for early primary handwriting: Authentic task and cognitive load influences [Abstract]
[Full text]
537-561
Wisuit Sunthonkanokpong and Elizabeth Murphy Sustainability awareness, attitudes and actions: A survey of pre-service teachers [Abstract]
[Full text]
562-582
Ümran Yazıcılar and Nilay T. Bümen Crossing over the brick wall: Adapting the curriculum as a way out [Abstract]
[Full text]
583-609

Number 1 IIER 29(1) was published on 19 January 2019.

Roger Atkinson, Clare McBeath and Anne Power Editorial 29(1): Revisiting some IIER statistics [HTML]
[PDF]
ii-v
S. Chee Choy, Joanne Sau Ching Yim and Poh Leong Tan Mediating effects of quality learning on metacognitive knowledge, metacognitive experience and outcomes [Abstract]
[Full text]
1-18
Vaille Dawson and Jennifer Shand Impact of support for preservice teachers placed in disadvantaged schools [Abstract]
[Full text]
19-37
Madeleine Dobson and Susan Beltman Powerful and pervasive, or personal and positive? Views of young girls, parents and educators about media [Abstract]
[Full text]
38-54
Elçin Emre-Akdoğan and Gönül Yazgan-Sağ Transformation of theoretical knowledge into instructional practice: A mathematics teacher's journey [Abstract]
[Full text]
55-69
Behzad Ghonsooly and Tahereh Hassanzadeh Effect of interactionist dynamic assessment on English vocabulary learning: Cultural perspectives in focus [Abstract]
[Full text]
70-88
Karen Guo and Kiyomi Kuramochi Exploring kyoiku: Children's educational experiences in Japanese kindergartens [Abstract]
[Full text]
89-105
Ali Ibrahim and Shaikah Al-Taneiji Teacher satisfaction in Abu Dhabi schools: What the numbers did not say [Abstract]
[Full text]
106-122
Young Ju Joo, Kyu Yon Lim and So Young Lee Project-based learning in capstone design courses for engineering students: Factors affecting learning outcomes [Abstract]
[Full text]
123-140
Anuleena Kimanen Truth claims, commitment and openness in Finnish Islamic and Lutheran religious education classrooms [Abstract]
[Full text]
141-157
Christopher Lange and Jamie Costley The negative impact of media diversity on self-regulated learning strategies and cognitive load [Abstract]
[Full text]
158-179
Parinda Phanphech, Tanes Tanitteerapan and Elizabeth Murphy Explaining and enacting for conceptual understanding in secondary-school physics [Abstract]
[Full text]
180-204
Clelia Pineda-Báez, Rosario Bernal-Luque, Luz Yolanda Sandoval-Estupiñan and Crisanto Quiroga Challenges facing novice principals: A study in Colombian schools using a socialisation perspective [Abstract]
[Full text]
205-222
Denchai Prabjandee Unwelcome truths of the professional learning community policy in Thailand: Delving into teacher's sensemaking [Abstract]
[Full text]
223-242
Mark Prendergast, Niamh O'Meara, Clare O'Hara, Lorraine Harbison and Ian Cantley Bridging the primary to secondary school mathematics divide: Teachers' perspectives [Abstract]
[Full text]
243-260
Joanne Quick Literacy intervention provision in Victorian primary education: An analysis of online data [Abstract]
[Full text]
261-281
Kristina Turner and Maryanne Pale The relationship between student attitude to school survey results and NAPLAN results [Abstract]
[Full text]
282-300


Published by the Institutes for Educational Research in NSW, SA and WA. ISSN 1837-6290 (Online)

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Created 19 Jan 2019. Last revised 14 Apr 2019.
HTML and PDF: Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]