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Issues in Educational Research

Contents of Volume 32, 2022


Number 2 IIER 32(2) was published on 20 June 2022.

Roger Atkinson and Clare McBeath Editorial 32(2): (i) IIER's 2021 review outcomes; (ii) Diversions from core tasks [HTML]
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ii-x
Ishaq Al-Naabi, Amal Al-Badi and Jo-Anne Kelder Implementing flipped learning during Covid-19 in Omani higher education: EFL teachers' perspectives [Abstract]
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413-433
Osman Cil A comparative exploration of Turkish and Irish curricula via TIMSS cognitive domains [Abstract]
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434-452
Trang Thi Doan Dang, Janet Scull and Raqib Chowdhury Vietnamese secondary students' engagement in correcting their EFL writing: Using peer group and teacher feedback [Abstract]
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453-472
Seb Dianati, Noriko Iwashita and Claudia Vasquez Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning [Abstract]
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473-493
Emilie Franck and Ides Nicaise The effectiveness of equity funding policies in schools in Europe and North America: A systematic literature review [Abstract]
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494-512
Paul Gardner and Sonja Kuzich Ready to write? Investigating the writing experiences of pre-service teachers and their readiness to teach writing [Abstract]
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513-532
Gregory Hine and Sandra Herbert Shifting pre-service teachers' views of teaching secondary mathematics [Abstract]
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533-554
Dairabi Kamil Beyond classroom phenomena: Exploring Indonesian EFL teachers' professional identity metaphors [Abstract]
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555-574
Athanasios Kolovelonis and Marios Goudas Physical education students' calibration accuracy and academic achievement: A longitudinal study [Abstract]
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575-592
Rifumuni Nancy Mathebula, Tawanda Runhare and Thinavhudzulo Norman Mafumo Educational support for pregnant and parenting schoolgirls in rural South African school settings [Abstract]
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593-612
Matshidiso M. Moleko Using universal design for instruction principles to guide flexible, inclusive and accessible teaching of geometry [Abstract]
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613-633
Elmedina Nikoçeviq-Kurti and Blerim Saqipi Toward developing a qualitative mentoring program for pre-service teachers: Kosovo's experience [Abstract]
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634-658
Sayeed Naqibullah Orfan, Frestha Ibrahimi and Abdul Qawi Noori Sexual harassment of female higher education students in Afghanistan: A case study [Abstract]
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659-680
Thi Thanh Huyen Phuong Learning motivation of Vietnamese EFL learners in fully online classes during Covid-19: A mixed methods study [Abstract]
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681-700
Aldila Rahma, Djati Mardiatno and Dyah Rahmawati Hizbaron Ecoliteracy assessment using Q-methodology: Indonesian high school students' views on disaster and ecology [Abstract]
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701-720
Pearl Subban and Penny Round Investigating teachers' perceptions of open plan classroom settings: A case of an innovative convention? [Abstract]
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721-745
Sulistyarini, Ayu Komalasari, Jagad Aditya Dewantara, Wibowo Heru Prasetiyo, Eka Fajar Rahmani and Martono Futures for pro-environment and social responsibility activities in Indonesian schools: An Adiwiyata case study [Abstract]
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746-764
Linh Huong Tran and Christo Moskovsky Has teacher autonomy gone MIA? A qualitative study of views from EFL teachers in Vietnamese universities [Abstract]
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765-783
Rachael Walshe, N. S. (Snowy) Evans and Lisa Law Mapping community gardens in the Australian National Curriculum: A curriculum analysis model [Abstract]
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784-804
Thinley Wangdi and Ringphami Shimray Qualities of effective EFL English teachers as perceived by Thai university students: A photovoice study [Abstract]
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805-824
Roman Zvyagintsev, David Konstantinovsky, Marina Pinskaya and Sergey Kosaretsky Occupational well-being of Russian teachers: Risk factors and areas for improvement [Abstract]
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825-847

Number 1 IIER 32(1) was published on 7 March 2022.

Roger Atkinson and Clare McBeath Editorial 32(1): (i) Translated from ... to English; (ii) To ban, or not to ban? [HTML]
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ii-v
Amani Khalaf H. Alghamdi, Wai Si El-Hassan and Mashail Alattiq Preparing Saudi women educators for teacher leader roles in accord with societal expectations of Islamic leadership [Abstract]
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1-15
Nader Ayish Student perceptions of an engineering course co-taught by an English Instructor at an EMI university in the UAE [Abstract]
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16-35
William Hamilton Bicksler and Peter Hannah The devil's advocate role in asynchronous online discussions: Asian region undergraduate perspectives [Abstract]
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36-56
Wiets Botes, Boitumelo Moreeng and Moeketsi Mosia Pre-service teachers' experiences of a lesson study approach as a form of student support [Abstract]
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57-70
Meryl Pearce Churchill, Daniel Lindsay, Melissa Crowe, Lauretta Grasso, Diana H. Mendez, Nicholas Emtage and Rhondda Jones Lessons learned while searching for meaning in doctoral completion metrics: An intra-institution case study [Abstract]
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71-88
Vanessa J. Collins, Isaac W. Dargan, Rosalind L. Walsh and Margaret K. Merga Teachers' perceptions of the benefits and challenges of a whole-school reading for pleasure program [Abstract]
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89-104
Katie Fielding and Karen Murcia Research linking digital technologies to young children's creativity: An interpretive framework and systematic review [Abstract]
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105-125
Abel García-González, Inmaculada Aznar-Diaz, Marķa Soledad Ramírez-Montoya, José María Romero-Rodríguez Needs and expectations of university students: Learning from the impact of Covid-19 upon 9 Spanish universities [Abstract]
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126-148
Boli Li, Jenene Burke and Margaret Plunkett Deep or surface learning? Perceptions of Chinese international and local students in Australian universities [Abstract]
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149-181
Tomáš Lintner A social network perspective on formation of peer relationships in Czech lower-secondary classrooms [Abstract]
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182-204
Geoffrey W. Lummis, Julia E. Morris, Catherine Ferguson, Susan Hill and Graeme Lock Leadership teams supporting teacher wellbeing by improving the culture of an Australian secondary school [Abstract]
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205-224
Michael Methlagl Mapping inclusive education 1980 to 2019: A bibliometric analysis of thematic clusters and research directions [Abstract]
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225-247
Mehdi Moharami and Samran Daneshfar The political climate of English language education in Iran: A review of policy responses to cultural hegemony [Abstract]
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248-263
Shashi Nallaya, James E. Hobson and Tamra Ulpen An investigation of first year university students' confidence in using academic literacies [Abstract]
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264-291
Nhung Nguyễn University-community partnerships in language teacher education through work-integrated learning [Abstract]
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292-314
Marianthi Oikonomakou, George Frazis and Angela Evangelinou-Yiannakis Greek language learning in Australia's Northern Territory: Building learning communities and cultural identity [Abstract]
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315-332
Gulen Onurkan-Aliusta and Hasan Ozder What teachers teach and how they teach it: A case study on fidelity of implementation in Turkish Cypriot schools [Abstract]
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333-351
Cherry Zin Oo, Dennis Alonzo and Ria Asih Acquisition of teacher assessment literacy by pre-service teachers: A review of practices and program designs [Abstract]
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352-373
Joshua Sarpong Research and disciplinary differences versus funding allocation in New Zealand's higher education system [Abstract]
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374-393
San Yee Tay and Biao Li Phang Mind mapping software to aid academic writing: Pre-service English language teachers using i-Think maps [Abstract]
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394-412


Published by the Institutes for Educational Research in NSW, SA and WA. ISSN 1837-6290 (Online)
Articles in IIER are published under a Creative Commons licence: Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0)

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Created 7 March 2022. Last revision 20 June 2022. This URL http://www.iier.org.au/iier32/2022conts.html
HTML and PDF: Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]