Readers are invited to select file format, window width, font and font size to suit their personal preferences for screen reading
comfort. For environmental sustainability purposes, we endeavour to make screen-only reading as attractive as we can.
Number 1 | IIER 23(1) was published on 14 May 2013.
|
Anne Power and Meeri Hellstén | Editorial 23(1) | [HTML] [PDF] |
ii-iv |
Jeanette Berman | Utility of a conceptual framework within doctoral study: A researcher's reflections | [HTML] [PDF] |
1-18 |
Brad Gobby | Enacting the Independent Public Schools program in Western Australia | [HTML] [PDF] |
19-34 |
Brian Hemmings, Doug Hill and John G. Sharp | Critical interactions shaping early academic career development in two higher education institutions | [HTML] [PDF] |
35-51 |
Angela Hennessey and Rylee A. Dionigi | Implementing cooperative learning in Australian primary schools: Generalist teachers' perspectives | [HTML] [PDF] |
52-68 |
Theodore S. Kaniuka, Michael R. Vitale and Nancy R. Romance | Aggregating school based findings to support decision making with implications for educational leadership | [HTML] [PDF] |
69-82 |
Richard N. Warner and Michelle Y. Picard | ALL academics facilitating articulated learning for English as an additional language students | [HTML] [PDF] |
83-96 |
Jianhong (Cecilia) Xia, John Fielder and Lou Siragusa | Achieving better peer interaction in online discussion forums: A reflective practitioner case study | [HTML] [PDF] |
97-113 |
Vicki Parkes | Book review: Teaching language in context | [HTML] [PDF] |
114-117 |
Number 2 | IIER 23(2) Special issue: Teaching and learning in higher education: Western Australia's TL Forum was published on 14 June 2013.
|
Roger Atkinson and Clare McBeath | Editorial 23(2): Special issue: Teaching and learning in higher education: Western Australia's TL Forum | [HTML] [PDF] |
ii-viii |
Daniel Boase-Jelinek, Jenni Parker and Jan Herrington | Student reflection and learning through peer reviews | [HTML] [PDF] |
119-131 |
Ahmed El-Mowafy, Michael Kuhn and Tony Snow | Blended learning in higher education: Current and future challenges in surveying education | [HTML] [PDF] |
132-150 |
Gregory S. C. Hine | The importance of action research in teacher education programs | [HTML] [PDF] |
151-163 |
Alexandra Ludewig and Iris Ludewig-Rohwer | Does web-based role-play establish a high quality learning environment? Design versus evaluation | [HTML] [PDF] |
164-179 |
Keith McNaught and Gerard Hoyne | Testing program reveals deficient mathematics for health science students commencing university | [HTML] [PDF] |
180-195 |
Catherine Moore and Susan Teather | Engaging students in peer review: Feedback as learning | [HTML] [PDF] |
196-211 |
Angus Morrison-Saunders and Julia Hobson | Being subject-centred: A philosophy of teaching and implications for higher education | [HTML] [PDF] |
212-226 |
Jenni Parker, Dorit Maor and Jan Herrington | Authentic online learning: Aligning learner needs, pedagogy and technology | [HTML] [PDF] |
227-241 |
Rowena H. Scott and Eddie van Etten | Environmental and conservation volunteering as workplace integrated learning for university students | [HTML] [PDF] |
242-257 |
Dorothy Spiller and Trudy Harris | Learning from evaluations: Probing the reality | [HTML] [PDF] |
258-268 |
Carole Steketee and Frank Bate | Using educational design research to inform teaching and learning in the health professions | [HTML] [PDF] |
269-282 |
Teh Eng Choo (Elaine) and Megan Paull | Reducing the prevalence of plagiarism: A model for staff, students and universities | [HTML] [PDF] |
283-298 |
Katharina Wolf and Catherine Archer | Into the unknown: A critical reflection on a truly global learning experience | [HTML] [PDF] |
299-314 |
Number 3 | IIER 23(3) was published on 19 October 2013.
|
John Buchanan and Meeri Hellstén | Editorial 23(3): "I love the smell of NAPLAN in the morning" | [HTML] [PDF] |
ii-iii |
Scott Alterator and Craig Deed | Teacher adaptation to open learning spaces | [HTML] [PDF] |
315-330 |
Angelito Calma | Preparing tutors to hit the ground running: Lessons from new tutors' experiences | [HTML] [PDF] |
331-345 |
Jehanzeb R. Cheema | Does it matter how you measure it? The case of self-efficacy in mathematics | [HTML] [PDF] |
346-356 |
Veronica Gardiner, Wendy Cumming-Potvin and Sandra Hesterman | Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation | [HTML] [PDF] |
357-374 |
Noella Maree Mackenzie, Janet Scull and Lynne Munsie | Analysing writing: The development of a tool for use in the early years of schooling | [HTML] [PDF] |
375-393 |
Thomas G. Ryan, Courtney R. Schruder and Stephanie Robinson | Concurrent pre-service teachers: An analysis of values | [HTML] [PDF] |
394-414 |
Sabine Weiss and Ewald Kiel | Who chooses primary teaching and why? | [HTML] [PDF] |
415-432 |
Sarah Bell | Book review: Reconfiguring the natures of childhood | [HTML] [PDF] |
433-435 |
The files under http://www.iier.org.au/ are subject to © Copyright. For individual articles in IIER, copyright resides with the authors of the articles. Copyright in IIER as a journal resides with the Institutes for Educational Research. No article may be reprinted or reproduced (except by the authors or their institutional repositories) without permission in writing from the Editor.
This URL http://www.iier.org.au/iier23/2013conts.html Created 14 May 2013. Last revised 13 Mar 2014.
HTML and PDF: Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]