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| Number 4 | IIER 31(4) was published on 15 December 2021. |
| Roger Atkinson and Clare McBeath | Editorial 31(4): What copy editing of reference lists reveals | [HTML] [PDF] |
ii-v |
| Amani K. Alghamdi Hamdan and Rami F. Mustafa | Saudi women EFL learners' expressing guilt and defiance discourses: Evolving their gendered identities | [Abstract] [Full text] |
1007-1028 |
| Salah Ben Hammou and Abdelaziz Kesbi | Physics teachers' attitudes towards content and language integrated learning: Morocco's multilingual context | [Abstract] [Full text] |
1029-1048 |
| Emily R. Bunnett | Bullying in pre-adolescents: Prevalence, emotional intelligence, aggression and resilience | [Abstract] [Full text] |
1049-1066 |
| Zeina Hojeij, Rana Tamim, Amir Kaviani and Chrysavgi Papagianni | E-books and digital storytelling for Emirati school children: Project-based learning for pre-service teachers | [Abstract] [Full text] |
1067-1087 |
| Fatma Kaya | Emotions related to identifiable/anonymous peer feedback: A case study with Turkish pre-service English teachers | [Abstract] [Full text] |
1088-1100 |
| Shane Lavery and Sandro Sandri | Pre-service primary and early childhood teachers' perceptions of a service-learning experience | [Abstract] [Full text] |
1101-1120 |
| Lyndon Lim and Elaine Chapman | Moral reasoning assessment for Singapore secondary schools: A review | [Abstract] [Full text] |
1121-1137 |
| Margaret K. Merga, Anabela Malpique, Saiyidi Mat Roni, Debora Valcan and Susan Ledger | Teachers' perceptions of the impact of Covid-19 on writing instruction in Australia | [Abstract] [Full text] |
1138-1155 |
| Mehdi Moharami and Samran Daneshfar | The impacts of learning English on Iranians' everyday life: An ethnographic example from Piranshahr | [Abstract] [Full text] |
1156-1174 |
| Obianuju. E. Okeke-Uzodike | Postgraduate supervision in a South African transforming academic environment: A reflexivity approach | [Abstract] [Full text] |
1175-1194 |
| Annamaria Pinter | "You gave us a lens to look through": Teacher transformation and long-term impact of action research | [Abstract] [Full text] |
1195-1212 |
| Mohammad Mosiur Rahman, Md Shaiful Islam, Md Kamrul Hasan and Manjet Kaur Mehar Singh | English medium instruction: Beliefs and attitudes of university lecturers in Bangladesh and Malaysia | [Abstract] [Full text] |
1213-1230 |
| Christine Robinson, Dee O'Connor and Tracy Treasure | Education or care? Childcare or school? Pre-service teacher perspectives of teaching in the childcare sector | [Abstract] [Full text] |
1231-1248 |
| Robert Harry Soesanto and Kurnia Putri Sepdikasari Dirgantoro | Welcome back to face-to-face: A novel Indonesian issue of students' perceptions towards learning transition | [Abstract] [Full text] |
1249-1269 |
| Meryem Tokgöz Can and Nilay T. Bümen | Turkish teachers' autonomy in using and adapting curriculum: A mixed methods study | [Abstract] [Full text] |
1270-1292 |
| Kristina Turner, Monica Thielking and Denny Meyer | Teacher wellbeing, teaching practice and student learning | [Abstract] [Full text] |
1293-1311 |
| Alphonse Uworwabayeho, Lizzi O. Milligan and Kuchah Kuchah | Mapping the emergence of a gender gap in English in Rwandan primary and secondary schools | [Abstract] [Full text] |
1312-1329 |
| Maxwell Winchester, Rudi Klein and Puspha Sinnayah | Block teaching and active learning improves academic outcomes for disadvantaged undergraduate groups | [Abstract] [Full text] |
1330-1350 |
| Sandris Zeivots, Carmen Vallis, Catherine Raffaele and Edward Luca | Approaching design thinking online: Critical reflections in higher education | [Abstract] [Full text] |
1351-1366 |
| Number 3 | IIER 31(3) was published on 30 September 2021. |
| Roger Atkinson | Editorial 31(3): "Please help me to identify the status of the journal..." | [HTML] [PDF] |
ii-v |
| Fernando Acevedo | Concepts and measurement of dropout in higher education: A critical perspective from Latin America | [Abstract] [Full text] |
661-678 |
| Asma M. Almusharraf | Bridging the gap: Saudi Arabian faculty and learners' attitudes towards first language use in EFL classes | [Abstract] [Full text] |
679-698 |
| Jerome V. Cleofas | Self-care practices and online student engagement during Covid-19 in the Philippines: A mixed methods study | [Abstract] [Full text] |
699-717 |
| Ngo Cong-Lem | Teacher agency: A systematic review of international literature | [Abstract] [Full text] |
718-738 |
| Luis da Vinha | Using hybrid simulations to enhance student learning of international relations theories | [Abstract] [Full text] |
739-759 |
| Davronzhon Gaipov and Simon Brownhill | "I don't like English; I don't like writing": A case study of EAL learner support in a secondary school in England | [Abstract] [Full text] |
760-781 |
| Grzegorz Godawa, Ewa Gurba and Alicja Senejko | Adaptations by Polish secondary school students to Covid-19 restrictions imposed on education participation | [Abstract] [Full text] |
782-799 |
| Rachael Hains-Wesson and Kaiying Ji | An interdisciplinary, short-term mobility, work-integrated learning experiment: Education for change | [Abstract] [Full text] |
800-815 |
| Ayse Kizildag | Motivation and expectations: EFL teachers reporting from Turkey | [Abstract] [Full text] |
816-833 |
| Cecilia Latorre-Cosculluela, Verónica Sierra-Sánchez, Sandra Vázquez-Toledo and Julia Royo-Ardid | Critical thinking and inclusive practice: A qualitative study of Spanish primary school teachers' perceptions | [Abstract] [Full text] |
834-853 |
| Adré le Roux and Emma Groenewald | The elusiveness of a sense of place-belonging: One student's struggle on a diverse South African campus | [Abstract] [Full text] |
854-870 |
| Mapheleba Lekhetho | Exploring factors influencing the performance of high-achieving secondary schools in Lesotho | [Abstract] [Full text] |
871-890 |
| Stuart Levy, Michelle Briede and Liam Frost-Camilleri | Literacy and numeracy support in vocational education: Perceptions from engineering apprentices in Victoria | [Abstract] [Full text] |
891-913 |
| Kim Hoe Looi | Determinants of future preference for e-learning and its implications: A study with Malaysian business students | [Abstract] [Full text] |
914-929 |
| Omar Mizel | 'I lost my identity in the halls of academia': Arab students on the use of Arabic in Israeli higher education | [Abstract] [Full text] |
930-951 |
| Sahlan, Alberth, Wahyudin Madil and Hutnisyawati | The effects of modes of test administration on test anxiety and test scores: A study in an Indonesian school | [Abstract] [Full text] |
952-971 |
| Mark B. Ulla, Veronico N. Tarrayo, William F. Perales and Rudolf T. Vecaldo | Doctoral academics' roles in Philippine higher education institutions: Insights from a qualitative study | [Abstract] [Full text] |
972-989 |
| Thinley Wangdi and Nima Tharchen | Bhutanese school teachers' perceptions, challenges, and perceived benefits in doing research | [Abstract] [Full text] |
990-1005 |
| Number 2 | IIER 31(2) was published on 19 June 2021. |
| Roger Atkinson | Editorial 31(2): (i) IIER's 2020 review outcomes; (ii) Text-to-speech, and other diversions | [HTML] [PDF] |
ii-vi |
| Amani K. Alghamdi Hamdan and Ali Tared Aldossari | Debate learning strategy in female postgraduate school: A Saudi case study | [Abstract] [Full text] |
327-347 |
| Sarah J. Baker, Sandra Moran, Darin Lovett and David D. Curtis | Secondary school students exploring careers in the space industry: A South Australian work experience program | [Abstract] [Full text] |
348-370 |
| Hlengani Baloyi | Equity of access to schools for classroom-based research in South Africa | [Abstract] [Full text] |
371-386 |
| Emma Barnett | Towards an alternative approach to the implementation of education policy: A capabilities framework | [Abstract] [Full text] |
387-403 |
| Taryn Bennett, Sarita Ramsaroop and Nadine Petersen | A confluence of liminality in a rural learner transitioning to boarding school in South Africa | [Abstract] [Full text] |
404-420 |
| Susan Blackley, Sinead Wilson, Rachel Sheffield, Karen Murcia, Paul Brown, Kok-Sing Tang, Martin Cooper and John Williams | How have Covid-19-related changes to tuition modes impacted face-to-face initial teacher education students? | [Abstract] [Full text] |
421-439 |
| Benjamin Dawbin, Matthew Sherwen, Sue Dean, Samantha Donnelly and Robyn Cant | Building empathy through a design thinking project: A case study with middle secondary schoolboys | [Abstract] [Full text] |
440-457 |
| Jenny Eppard, Fatima Bailey, Kara McKeown and Herveen Singh | Expatriate faculty and student perspectives on teaching and learning in a United Arab Emirates university | [Abstract] [Full text] |
458-475 |
| Madlen Griffiths, Mandie Shean and Denise Jackson | Supervision in initial teacher education: A scoping review | [Abstract] [Full text] |
476-494 |
| Steve Griffiths, Chris Campbell and Christine V. McDonald | "A problem shared is a problem halved": Supporting early career science teachers to implement flipped learning | [Abstract] [Full text] |
495-512 |
| Zeina Hojeij, Fida Atallah, Sandra Baroudi and Rana Tamim | Challenges for practice teaching in UAE schools: Supervisors' and pre-service teachers' perceptions | [Abstract] [Full text] |
513-536 |
| Dawn Joseph | 'It's fun, unthreatening and engaging': Professional learning in initial teacher education, BEd Primary | [Abstract] [Full text] |
537-555 |
| Jiin Kim | An analysis of Uganda's vocational education: Assessing human capital and human development approaches | [Abstract] [Full text] |
556-573 |
| Erin Mackenzie, Nathan Berger and Kathryn Holmes | Predicting adolescent girls' intentions to study science in senior high school | [Abstract] [Full text] |
574-585 |
| Mark Prendergast, Melanie Ní Dhuinn and Andrew Loxley | "I worry about money every day": The financial stress of second-level initial teacher education in Ireland | [Abstract] [Full text] |
586-605 |
| Robyn Reaburn | The experiences of homeschooling parents with mathematics | [Abstract] [Full text] |
606-625 |
| Marg Rogers, Amy Johnson, Jo Bird, Pep Serow, Ingrid Harrington and Vanessa Bible | Stakeholder engagement in an online community education project via diverse media engagements | [Abstract] [Full text] |
626-643 |
| Kudzayi Savious Tarisayi and Everjoy Munyaradzi | A simple solution adopted during the Covid-19 pandemic: Using WhatsApp at a university in Zimbabwe | [Abstract] [Full text] |
644-659 |
| Number 1 | IIER 31(1) was published on 4 April 2021. |
| Roger Atkinson | Editorial 31(1): Is Google search essential for IIER? | [HTML] [PDF] |
ii-viii |
| Aisha Bhatti and Rabia Ali | Women constructing leadership identities in academia: Intersection of gender and culture | [Abstract] [Full text] |
1-18 |
| Guat Im Bok | Adult learners' challenges in distance learning: A case study in Universiti Sains Malaysia | [Abstract] [Full text] |
19-36 |
| Urmee Chakma, Bingqing Li and Graise Kabuhung | Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic | [Abstract] [Full text] |
37-55 |
| Geraldine Chell, Mirjamaija Mikkilä-Erdmann, Tuike Iiskala and Anna Dillon | A comparative study of academic literacy in English medium instruction programs in UAE and Finland | [Abstract] [Full text] |
56-75 |
| Vaughan Cruickshank, Shane Pill and Casey Mainsbridge | 'Just do some physical activity': Exploring experiences of teaching physical education online during COVID-19 | [Abstract] [Full text] |
76-93 |
| Jayson A. Dela Fuente | Implementing inclusive education in the Philippines: College teacher experiences with deaf students | [Abstract] [Full text] |
94-110 |
| Razieh Gholaminejad and Amin Raeisi-Vanani | English language teaching in Iranian mainstream schools: Pedagogical, societal and government policy environments | [Abstract] [Full text] |
111-129 |
| Zeina Hojeij, Lawrence Meda and Amir Kaviani | Using reflective journals for analysing pre-service, early childhood teachers' perceptions of practicum experiences | [Abstract] [Full text] |
130-148 |
| Valerie Lovejoy, Vaughan Prain, Chris Musk, Lydia Poljak, Drew Roberts and Iain Stewart | What teachers learn from science and arts integration in a design-based learning framework: An Australian study | [Abstract] [Full text] |
149-165 |
| Fatma Özüdoğru | Learning from Turkish preservice teachers' experiences with emergency remote teaching: A phenomenological study | [Abstract] [Full text] |
166-187 |
| Carmel Patterson and Suzanne MacQueen | Drawing on two methodological approaches: A collaborative approach to interview interpretation | [Abstract] [Full text] |
188-203 |
| Simmone Pogorzelski, Susan Main and Susan Hill | A survey of Western Australian teachers' use of texts in supporting beginning readers | [Abstract] [Full text] |
204-223 |
| Cynthia P. Raffe and Tony Loughland | "We're not data analysts": Teachers' perspectives on factors impacting their use of student assessment data | [Abstract] [Full text] |
224-240 |
| Mohammad Mosiur Rahman | Complex dynamic systems of language teacher cognitions: A case study from Bangladesh | [Abstract] [Full text] |
241-254 |
| Armend Tahirsylaj | Placing Kosovo in the didaktik-curriculum continuum: A quantitative, international comparative perspective | [Abstract] [Full text] |
255-273 |
| Oya Tamtekin Aydın | Why do international students choose Turkish universities and what are the challenges they encounter? | [Abstract] [Full text] |
274-290 |
| Päivi Virtanen and Anu Laine | Grounds for differences in motivation among Finnish student teachers and novice primary school teachers | [Abstract] [Full text] |
291-308 |
| Rebecca Walker, Rhonda Oliver and Ross Mackenzie | Group differences in secondary school students' perceptions of feedback | [Abstract] [Full text] |
309-326 |