Number 4 | IIER 30(4) was published on 10 December 2020. |
Roger Atkinson | Editorial 30(4): Views from and about Open Access Week 2020 | [HTML] [PDF] |
ii-v |
Felipe Aravena | Mapping school principal selection in South America: Unsolved problems and complexities | [Abstract] [Full text] |
1205-1220 |
Arbërore Bicaj and Violeta Buza | Professional development experiences and expectations for early childhood teachers in Kosovo | [Abstract] [Full text] |
1221-1244 |
Tatiana Chirkina, Tatiana Khavenson, Marina Pinskaya and Roman Zvyagintsev | Factors of student resilience obtained from TIMSS and PISA longitudinal studies | [Abstract] [Full text] |
1245-1263 |
S. Chee Choy, Judith Dinham, Joanne Sau Ching Yim and Paul Williams | Comparing reflective practices of pre-service teachers in Malaysia and Australia: A mixed-methods approach | [Abstract] [Full text] |
1264-1285 |
Chrissy Cross, Keith Hubbard, Lesa Beverly, Dennis Gravatt and Adrienne Aul | The continuation of a mentoring network for pre-service teachers into early in-service years | [Abstract] [Full text] |
1286-1309 |
Ghazi M. Ghaith | Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension | [Abstract] [Full text] |
1310-1328 |
Anna L. Gomez, Elena D. Pecina, Sara Abi Villanueva and Tonya Huber | The undeniable relationship between reading comprehension and mathematics performance | [Abstract] [Full text] |
1329-1354 |
Günkut Mesci | Difficult topics in the nature of science: An alternative explicit/reflective program for pre-service science teachers | [Abstract] [Full text] |
1355-1374 |
Mirriam Matshidiso Moleko and Mogege D. Mosimege | Teachers' and learners' experiences for guiding effective teaching and learning of mathematics word problems | [Abstract] [Full text] |
1375-1394 |
Karen Murcia, Coral Pepper, Mathilda Joubert, Emma Cross and Sinead Wilson | A framework for identifying and developing children's creative thinking while coding with digital technologies | [Abstract] [Full text] |
1395-1417 |
Niamh O'Meara, Mark Prendergast and Páraic Treacy | What's the point? Impact of Ireland's bonus points initiative on student profile in mathematics classrooms | [Abstract] [Full text] |
1418-1441 |
Manthana Pandee, Saowaluck Tepsuriwong and Pornapit Darasawang | The dynamic state of pre-service teachers' self-efficacy: A critical incident study in Thailand | [Abstract] [Full text] |
1442-1462 |
Saule Polatova, Gulsim Lekerova, Dildar Kistaubaeva, Rashida Zhanaliyeva and Altynai Kalzhanova | Trilingual education in Kazakhstani universities: Use of Kazakh, Russian, and motivation towards learning English | [Abstract] [Full text] |
1463-1483 |
Razlina Razali, Eleanor Hawe and Helen Dixon | How are undergraduate students supervised? Perceptions of students and supervisors in a Malaysian university | [Abstract] [Full text] |
1484-1501 |
David Sabiston and Ambrose Leung | The role of student and instructor VARK learning styles in principles of economics | [Abstract] [Full text] |
1502-1521 |
Takahiro Sato, Shannon Mason and Chie Kataoka | Japanese elementary school teachers' professional experiences of long working hours | [Abstract] [Full text] |
1522-1538 |
Aaron Taylor | The effect of emotional labour on English teachers in Japan | [Abstract] [Full text] |
1539-1557 |
Tiny Chiu Yuen Tey, Priscilla Moses and Phaik Kin Cheah | Teacher, parental and friend influences on STEM interest and career choice intention | [Abstract] [Full text] |
1558-1575 |
Rebecca Walker, Rhonda Oliver and Ross Mackenzie | Interviews with secondary school students: Perceptions of feedback | [Abstract] [Full text] |
1576-1595 |
Number 3 | IIER 30(3) was published on 24 September 2020. |
Roger Atkinson | Editorial 30(3): Reflections on non-traditional publishing | [HTML] [PDF] |
ii-ix |
Durmuş Aslan | "Is it a dairy product or food for breakfast?" Impact of preschool attendance on children's categorical abilities | [Abstract] [Full text] |
809-827 |
Edwin Darrell de Klerk and June Monica Palmer | Exploring transformative social justice teaching: A South African education policy perspective | [Abstract] [Full text] |
828-844 |
Yusuf Ergen | 'Does mathematics fool us?' A study on fourth grade students' non-routine maths problem solving skills | [Abstract] [Full text] |
845-865 |
Eshetu Mandefro | Identifying improvements in supervision practices in Ethiopian primary schools: A pragmatic perspective | [Abstract] [Full text] |
866-882 |
Mfon Eyo and Eme Nkanga | Teachers' competence in identifying pupils with learning disabilities: A study in Nigerian primary schools | [Abstract] [Full text] |
883-896 |
Helen Fitzmaurice, Marie Flynn and Joan Hanafin | Primary teachers' homework practices: Identity, expectations, policies and cultural values | [Abstract] [Full text] |
897-919 |
Sevinc Gelmez-Burakgazi | Curriculum adaptation and fidelity: A qualitative study on elementary teachers' classroom practices | [Abstract] [Full text] |
920-942 |
Pauline Swee Choo Goh, Chee Luen Loy, Norwaliza Abdul-Wahab and Raja Nor Safinas Raja Harun | Preschool teachers' use of English as a medium of instruction: A systematic review of barriers and strategies | [Abstract] [Full text] |
943-964 |
Kimkong Heng, M. Obaidul Hamid and Asaduzzaman Khan | Factors influencing academics' research engagement and productivity: A developing countries perspective | [Abstract] [Full text] |
965-987 |
Wayne Jones, Kay Gallagher and Jessica Midraj | Does size really matter in university preparatory English language classrooms? | [Abstract] [Full text] |
988-1004 |
Regina Kelly, Eilish McLoughlin and Odilla E. Finlayson | Interdisciplinary group work in higher education: A student perspective | [Abstract] [Full text] |
1005-1024 |
Mncedisi Christian Maphalala and Nhlanhla Mpofu | Examining first-year students' experience of being tutored: A South African case study | [Abstract] [Full text] |
1025-1039 |
Wibowo Heru Prasetiyo, Noormaizatul Akmar Ishak, Abdul Basit, Jagad Aditya Dewantara, Obby Taufik Hidayat, Asep Rudi Casmana, Ahmad Muhibbin | Caring for the environment in an inclusive school: The Adiwiyata Green School program in Indonesia | [Abstract] [Full text] |
1040-1057 |
Kioumars Razavipour, Mahboobeh Mansoori and Zohreh Gooniband Shooshtari | Test takers' perspectives on an English language test in Iranian higher education: A washback study | [Abstract] [Full text] |
1058-1083 |
Sadia Shaukat and Raqib Chowdhury | Teacher educators' perceptions of professional standards: Implementation challenges in Pakistan | [Abstract] [Full text] |
1084-1104 |
Christine Steinmetz, Sian Thompson and Nancy Marshall | Surveying international university students: The case of the 5% response rate | [Abstract] [Full text] |
1105-1125 |
Monika Szczygieł | Gender, general anxiety, math anxiety and math achievement in early school-age children | [Abstract] [Full text] |
1126-1142 |
Nichole R. Walsh, Kristen Ginger and Nancy Akhavan | Benefits of instructional coaching for teacher efficacy: A mixed methods study with PreK-6 teachers in California | [Abstract] [Full text] |
1143-1161 |
Gerald Wurf and Rachel Povey | "They show how smart you are": A mixed methods study of upper primary students' perceptions of assessment tasks | [Abstract] [Full text] |
1162-1182 |
Melek Merve Yılmaz, Rabia Özen Uyar and Durmuş Aslan | Misrepresentation of science concepts in Turkish picture books | [Abstract] [Full text] |
1183-1203 |
Number 2 | IIER 30(2) was published on 30 May 2020. |
Roger Atkinson | Editorial 30(2): (i) IIER's 2019 review outcomes; (ii) Unprecedented | [HTML] [PDF] |
ii-ix |
Osman Aktan, Çetin Toraman and Şenol Orakcı | Relationships between teachers' professional values, attitudes, and concerns about the profession in Turkey | [Abstract] [Full text] |
397-419 |
Selda Aras and Esra Merdin | Play-based teaching practices of Turkish early childhood teachers | [Abstract] [Full text] |
420-434 |
Lee Beatty and Glenda Campbell-Evans | School leaders and a culture of support: Fostering student social emotional development | [Abstract] [Full text] |
435-451 |
Sheridan Leone Carey | Promoting positive mental health in adolescent boys: Actions to tackle suicide in Australian secondary schools | [Abstract] [Full text] |
452-472 |
Vaughan Cruickshank | Appropriate physical contact: The alignment of policy and male primary teacher perceptions | [Abstract] [Full text] |
473-492 |
Rochelle Fogelgarn and Edgar A. Burns | What constrains passionate teaching? A heuristic exploration | [Abstract] [Full text] |
493-511 |
Leanne Fried, Donna Cross, Natasha Pearce, Ashleigh Lin, Rena Vithiatharan, Caleb Jones, Helen Monks and Elizabeth Davis | Lessons from schools with high levels of support for students with Type 1 diabetes: A qualitative study | [Abstract] [Full text] |
512-531 |
Nataliia Gach | From totalitarianism to democracy: Building learner autonomy in Ukrainian higher education | [Abstract] [Full text] |
532-554 |
Beathe Liebech-Lien | Students' experiences of a teacher-led implementation of cooperative learning: A longitudinal study | [Abstract] [Full text] |
555-572 |
Anthony Mpisi, Emma Groenewald and Emma Barnett | Experiencing "otherness": Teacher educators' journey with first year pre-service teachers | [Abstract] [Full text] |
573-592 |
Karen Murcia, Coral Pepper and John Williams | Youth STEM career choices: What's influencing secondary students' decision making | [Abstract] [Full text] |
593-611 |
Omer Ozer | Lecturers' experiences with English-medium instruction in a state university in Turkey: Practices and challenges | [Abstract] [Full text] |
612-634 |
Mariolina Pais Marden and Jan Herrington | Design principles for integrating authentic activities in an online community of foreign language learners | [Abstract] [Full text] |
635-654 |
Nathanael Reinertsen | "The pay is not worth it but it is excellent PD": Australian teachers' perspectives on doing large-scale marking | [Abstract] [Full text] |
655-672 |
Lucy Sibanda | Impact of linguistic complexity in English language texts on South Africa's primary school grade 3 to 4 transition | [Abstract] [Full text] |
673-690 |
Kymbat Smakova and BethAnne Paulsrud | Intercultural communicative competence in English language teaching in Kazakhstan | [Abstract] [Full text] |
691-708 |
Kevin Steed, Manjula Waniganayake and John De Nobile | Better the devil you know? Internal and external candidacy for leadership roles in an Australian State school system | [Abstract] [Full text] |
709-735 |
Ragip Terzi and Gamze Kirilmazkaya | Examining predictive effects of attitudes toward STEM and demographic factors on academic achievement | [Abstract] [Full text] |
736-755 |
Helen Tooher and Patrick Johnson | The role of analogies and anchors in addressing students' misconceptions with algebraic equations | [Abstract] [Full text] |
756-781 |
Marissa Yi-Hsuan Wu, Monique Ancrum Alexander, Erica Frydenberg and Janice Deans | Early childhood social-emotional learning based on the Cope-Resilience program: Impact of teacher experience | [Abstract] [Full text] |
782-807 |
Number 1 | IIER 30(1) was published on 8 February 2020. |
Roger Atkinson | Editorial 30(1): Maintaining our Internet-based publishing infrastructure | [HTML] [PDF] |
ii-ix |
Serdar Arcagok and Cevdet Yımaz | Intercultural sensitivities: A mixed methods study with pre-service EFL teachers in Turkey | [Abstract] [Full text] |
1-18 |
Roxanne T. Bongco and Adonis P. David | Filipino teachers' experiences as curriculum policy implementers in the evolving K to 12 landscape | [Abstract] [Full text] |
19-34 |
Sven-Olof Yrjö Collin and Manuela Schmidt | Does education influence students' moral orientation? A survey of business students at a Swedish University | [Abstract] [Full text] |
35-57 |
Madeleine Dobson and Jenny Jay | "Instagram has well and truly got a hold of me": Exploring a parent's representation of her children | [Abstract] [Full text] |
58-78 |
Muhammad Ashraf Fauzi, Christine Nya-Ling Tan, Mahyuddin Daud and Muhammad Mukhtar Noor Awalludin | University rankings: A review of methodological flaws | [Abstract] [Full text] |
79-96 |
Nilgün Günbaş and Meral Gözüküçük | Digital listening texts versus traditional listening texts: Fourth graders' listening comprehension | [Abstract] [Full text] |
97-114 |
Ngô Vũ Thu Hằng | Design of a competency-based moral lesson for teaching critical thinking skills in Vietnamese primary schools | [Abstract] [Full text] |
115-133 |
Zeki İpek, Ali Derya Atik, Şeref Tan and Figen Erkoç | Awareness, exposure, and knowledge levels of science teachers about nanoscience and nanotechnology | [Abstract] [Full text] |
134-155 |
Christoper Jan Bacurin Landicho | Secondary school students' attitudes and practices toward research writing and reporting in science | [Abstract] [Full text] |
156-168 |
Shosh Leshem | Identity formations of doctoral students on the route to achieving their doctorate | [Abstract] [Full text] |
169-186 |
Evalena Lowe, Duncan Picknoll, Paola Chivers, Fiona Farringdon and Paul Rycroft | Teacher-directed violence by students in Western Australia: An exploratory study | [Abstract] [Full text] |
187-202 |
Nives Mikelić Preradović, Tomislava Lauc and Ida Panev | Investigating interactivity in instructional video tutorials for an undergraduate informatics course | [Abstract] [Full text] |
203-223 |
Abu Nawas | Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context | [Abstract] [Full text] |
224-244 |
Rachel Parker and David Hodgson | 'One size does not fit all': Engaging students who have experienced trauma | [Abstract] [Full text] |
245-259 |
Karen L. Peel | Everyday classroom teaching practices for self-regulated learning | [Abstract] [Full text] |
260-282 |
Mark Prendergast, Máire Ní Ríordáin, Aoibhinn Ní Shúilleabháin, Patrick Johnson and Iseult O'Rourke | An attitudinal snapshot of pre-service secondary mathematics teachers | [Abstract] [Full text] |
283-301 |
Rachel Sheffield, Susan Blackley and Dawn Bennett | How future educators view themselves and their profession: A study of pre-service science educators | [Abstract] [Full text] |
302-322 |
Hanada Taha Thomure, Shereen Kreidieh and Sandra Baroudi | Arabic children's literature: Glitzy production, disciplinary content | [Abstract] [Full text] |
323-344 |
Maria Tsakeni, Paul N. Munje and Loyiso C. Jita | Instructional leadership sensemaking for science and maths in South African multi-deprived middle schools | [Abstract] [Full text] |
345-364 |
Mark B. Ulla, William F. Perales and Veronico N. Tarrayo | Integrating Internet-based applications in English language teaching: Teacher practices in a Thai university | [Abstract] [Full text] |
365-378 |
Douglas Yeboah | Teachers' perceptions of the abolition of caning in Ghanaian schools | [Abstract] [Full text] |
379-395 |