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Issues in Educational Research

Contents of Volume 30, 2020


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]
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ii-v
Felipe Aravena Mapping school principal selection in South America: Unsolved problems and complexities [Abstract]
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1205-1220
Arbërore Bicaj and Violeta Buza Professional development experiences and expectations for early childhood teachers in Kosovo [Abstract]
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1221-1244
Tatiana Chirkina, Tatiana Khavenson, Marina Pinskaya and Roman Zvyagintsev Factors of student resilience obtained from TIMSS and PISA longitudinal studies [Abstract]
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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]
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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]
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1286-1309
Ghazi M. Ghaith Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension [Abstract]
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1310-1328
Anna L. Gomez, Elena D. Pecina, Sara Abi Villanueva and Tonya Huber The undeniable relationship between reading comprehension and mathematics performance [Abstract]
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1329-1354
Günkut Mesci Difficult topics in the nature of science: An alternative explicit/reflective program for pre-service science teachers [Abstract]
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1355-1374
Mirriam Matshidiso Moleko and Mogege D. Mosimege Teachers' and learners' experiences for guiding effective teaching and learning of mathematics word problems [Abstract]
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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]
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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]
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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]
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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]
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1463-1483
Razlina Razali, Eleanor Hawe and Helen Dixon How are undergraduate students supervised? Perceptions of students and supervisors in a Malaysian university [Abstract]
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1484-1501
David Sabiston and Ambrose Leung The role of student and instructor VARK learning styles in principles of economics [Abstract]
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1502-1521
Takahiro Sato, Shannon Mason and Chie Kataoka Japanese elementary school teachers' professional experiences of long working hours [Abstract]
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1522-1538
Aaron Taylor The effect of emotional labour on English teachers in Japan [Abstract]
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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]
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1558-1575
Rebecca Walker, Rhonda Oliver and Ross Mackenzie Interviews with secondary school students: Perceptions of feedback [Abstract]
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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]
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809-827
Edwin Darrell de Klerk and June Monica Palmer Exploring transformative social justice teaching: A South African education policy perspective [Abstract]
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828-844
Yusuf Ergen 'Does mathematics fool us?' A study on fourth grade students' non-routine maths problem solving skills [Abstract]
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845-865
Eshetu Mandefro Identifying improvements in supervision practices in Ethiopian primary schools: A pragmatic perspective [Abstract]
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866-882
Mfon Eyo and Eme Nkanga Teachers' competence in identifying pupils with learning disabilities: A study in Nigerian primary schools [Abstract]
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883-896
Helen Fitzmaurice, Marie Flynn and Joan Hanafin Primary teachers' homework practices: Identity, expectations, policies and cultural values [Abstract]
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897-919
Sevinc Gelmez-Burakgazi Curriculum adaptation and fidelity: A qualitative study on elementary teachers' classroom practices [Abstract]
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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]
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943-964
Kimkong Heng, M. Obaidul Hamid and Asaduzzaman Khan Factors influencing academics' research engagement and productivity: A developing countries perspective [Abstract]
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965-987
Wayne Jones, Kay Gallagher and Jessica Midraj Does size really matter in university preparatory English language classrooms? [Abstract]
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988-1004
Regina Kelly, Eilish McLoughlin and Odilla E. Finlayson Interdisciplinary group work in higher education: A student perspective [Abstract]
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1005-1024
Mncedisi Christian Maphalala and Nhlanhla Mpofu Examining first-year students' experience of being tutored: A South African case study [Abstract]
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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]
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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]
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1058-1083
Sadia Shaukat and Raqib Chowdhury Teacher educators' perceptions of professional standards: Implementation challenges in Pakistan [Abstract]
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1084-1104
Christine Steinmetz, Sian Thompson and Nancy Marshall Surveying international university students: The case of the 5% response rate [Abstract]
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1105-1125
Monika Szczygieł Gender, general anxiety, math anxiety and math achievement in early school-age children [Abstract]
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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]
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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]
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1162-1182
Melek Merve Yılmaz, Rabia Özen Uyar and Durmuş Aslan Misrepresentation of science concepts in Turkish picture books [Abstract]
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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]
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ii-ix
Osman Aktan, Çetin Toraman and Şenol Orakcı Relationships between teachers' professional values, attitudes, and concerns about the profession in Turkey [Abstract]
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397-419
Selda Aras and Esra Merdin Play-based teaching practices of Turkish early childhood teachers [Abstract]
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420-434
Lee Beatty and Glenda Campbell-Evans School leaders and a culture of support: Fostering student social emotional development [Abstract]
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435-451
Sheridan Leone Carey Promoting positive mental health in adolescent boys: Actions to tackle suicide in Australian secondary schools [Abstract]
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452-472
Vaughan Cruickshank Appropriate physical contact: The alignment of policy and male primary teacher perceptions [Abstract]
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473-492
Rochelle Fogelgarn and Edgar A. Burns What constrains passionate teaching? A heuristic exploration [Abstract]
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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]
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512-531
Nataliia Gach From totalitarianism to democracy: Building learner autonomy in Ukrainian higher education [Abstract]
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532-554
Beathe Liebech-Lien Students' experiences of a teacher-led implementation of cooperative learning: A longitudinal study [Abstract]
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555-572
Anthony Mpisi, Emma Groenewald and Emma Barnett Experiencing "otherness": Teacher educators' journey with first year pre-service teachers [Abstract]
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573-592
Karen Murcia, Coral Pepper and John Williams Youth STEM career choices: What's influencing secondary students' decision making [Abstract]
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593-611
Omer Ozer Lecturers' experiences with English-medium instruction in a state university in Turkey: Practices and challenges [Abstract]
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612-634
Mariolina Pais Marden and Jan Herrington Design principles for integrating authentic activities in an online community of foreign language learners [Abstract]
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635-654
Nathanael Reinertsen "The pay is not worth it but it is excellent PD": Australian teachers' perspectives on doing large-scale marking [Abstract]
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655-672
Lucy Sibanda Impact of linguistic complexity in English language texts on South Africa's primary school grade 3 to 4 transition [Abstract]
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673-690
Kymbat Smakova and BethAnne Paulsrud Intercultural communicative competence in English language teaching in Kazakhstan [Abstract]
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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]
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709-735
Ragip Terzi and Gamze Kirilmazkaya Examining predictive effects of attitudes toward STEM and demographic factors on academic achievement [Abstract]
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736-755
Helen Tooher and Patrick Johnson The role of analogies and anchors in addressing students' misconceptions with algebraic equations [Abstract]
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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]
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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]
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1-18
Roxanne T. Bongco and Adonis P. David Filipino teachers' experiences as curriculum policy implementers in the evolving K to 12 landscape [Abstract]
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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]
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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]
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58-78
Muhammad Ashraf Fauzi, Christine Nya-Ling Tan, Mahyuddin Daud and Muhammad Mukhtar Noor Awalludin University rankings: A review of methodological flaws [Abstract]
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79-96
Nilgün Günbaş and Meral Gözüküçük Digital listening texts versus traditional listening texts: Fourth graders' listening comprehension [Abstract]
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97-114
Ngô Vũ Thu Hằng Design of a competency-based moral lesson for teaching critical thinking skills in Vietnamese primary schools [Abstract]
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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]
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134-155
Christoper Jan Bacurin Landicho Secondary school students' attitudes and practices toward research writing and reporting in science [Abstract]
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156-168
Shosh Leshem Identity formations of doctoral students on the route to achieving their doctorate [Abstract]
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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]
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187-202
Nives Mikelić Preradović, Tomislava Lauc and Ida Panev Investigating interactivity in instructional video tutorials for an undergraduate informatics course [Abstract]
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203-223
Abu Nawas Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context [Abstract]
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224-244
Rachel Parker and David Hodgson 'One size does not fit all': Engaging students who have experienced trauma [Abstract]
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245-259
Karen L. Peel Everyday classroom teaching practices for self-regulated learning [Abstract]
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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]
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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]
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302-322
Hanada Taha Thomure, Shereen Kreidieh and Sandra Baroudi Arabic children's literature: Glitzy production, disciplinary content [Abstract]
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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]
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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]
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365-378
Douglas Yeboah Teachers' perceptions of the abolition of caning in Ghanaian schools [Abstract]
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379-395


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

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