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| Number 4 | IIER 29(4) was published on 10 October 2019. |
| Roger Atkinson and Clare McBeath | Editorial 29(4): 'The last month' copy editing and formatting | [HTML] [PDF] |
ii-vi |
| Rahma Esi Andina, Yuli Rahmawati and Setia Budi | Improved learning designs for shaping Indonesia's future science teachers applied in a nanoscience project | [Abstract] [Full text] |
997-1015 |
| Ahmad Asakereh, Nouroddin Yousofi and Hiwa Weisi | Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features | [Abstract] [Full text] |
1016-1038 |
| Mmamore Rebecca Babedi and Jace Pillay | Anxiety in orphaned adolescents in a South African secondary school: Psycho-educational and social factors | [Abstract] [Full text] |
1039-1056 |
| Donna Barwood | Does theory matter? Reflection, transformation and agency after receiving a doctoral award | [Abstract] [Full text] |
1057-1067 |
| Lindy P. Baxter and Noel M. Meyers | Indigenous (and all) students' school attendance: Investigating data collection methods | [Abstract] [Full text] |
1068-1088 |
| Esmail Zare Behtash, Akram Barabadi and Zahra Eskandari | Reading comprehension strategies used by Iranian university students while reading academic English texts | [Abstract] [Full text] |
1089-1106 |
| Nadezhda Chubko, Julia E. Morris, David H. McKinnon, Eileen V. Slater and Geoffrey W. Lummis | Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy | [Abstract] [Full text] |
1107-1130 |
| Carmela De Maio, Kathryn Dixon and Shelley Yeo | Academic staff responses to student plagiarism in universities: A literature review from 1990 to 2019 | [Abstract] [Full text] |
1131-1142 |
| Petros Woldu Fessehation and Peng Pai | Social justice and equity in Eritrean schools: Lessons from school principals' experiences | [Abstract] [Full text] |
1143-1159 |
| Karen Guo and Yuehong Zhong | Children's learning in Japan and China: A comparative study of preschool parents' perspectives | [Abstract] [Full text] |
1160-1180 |
| Sally Baricaua Gutierez | Learning from teaching: Teacher sense-making on their research and school-based professional development | [Abstract] [Full text] |
1181-1200 |
| Zeina Hojeij, Anna Marie Dillon, Ian Grey and Alecia Perkins | Selecting high quality dual language texts for young children in multicultural contexts: A UAE case | [Abstract] [Full text] |
1201-1222 |
| Bui Phu Hung | Impacts of cooperative learning: A qualitative study with EFL students and teachers in Vietnamese colleges | [Abstract] [Full text] |
1223-1240 |
| Saadet Korucu-Kis and Yusuf Demir | A review of graduate research on reflective practices in English language teacher education: Implications | [Abstract] [Full text] |
1241-1261 |
| Visvaldas Legkauskas and Šarūnė Magelinskaitė-Legkauskienė | Importance of social competence at the start of elementary school for adjustment indicators a year later | [Abstract] [Full text] |
1262-1276 |
| Denchai Prabjandee | Becoming English teachers in Thailand: Student teacher identity development during teaching practicum | [Abstract] [Full text] |
1277-1294 |
| Masoud Rahimi, Nouroddin Yousofi and Shahab Moradkhani | Research practice and professional development for university teaching of English: A qualitative study | [Abstract] [Full text] |
1295-1312 |
| Tayebeh Sohrabi | Physical education games and social skills: An investigation with Iranian primary school girls | [Abstract] [Full text] |
1313-1329 |
| Dang H. Tri and Christo Moskovsky | English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective | [Abstract] [Full text] |
1330-1347 |
| Walter Walker-Janzen, Mauricio Véliz-Campos and Leonardo Veliz | Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry | [Abstract] [Full text] |
1348-1368 |
| Number 3 | IIER 29(3) was published on 14 July 2019. |
| Roger Atkinson | Editorial 29(3): Is too much research being published? | [HTML] [PDF] |
ii-v |
| Seyedali Ahrari, Steven Eric Krauss, Turiman Suandi, Haslinda Abdullah, Aishah Hamizah Abdullah Sahimi, Adekalu Samuel Olutokunbo and Dzuhailmi Dahalan | A stranger in a strange land: Experiences of adjustment among international postgraduate students in Malaysia | [Abstract] [Full text] |
611-632 |
| Kimberley A. Brindle, Terence V. Bowles and Elizabeth Freeman | Gender, education and engagement in antisocial and risk-taking behaviours and emotional dysregulation | [Abstract] [Full text] |
633-648 |
| Monika Ciesielkiewicz | The use of e-portfolios in higher education: From the students' perspective | [Abstract] [Full text] |
649-667 |
| Scott Eacott | Regional secondary school consolidation: A rationale and study protocol | [Abstract] [Full text] |
678-694 |
| Afsaneh Ghanizadeh, Hossein Makiabadi and Samaneh Abdi Navokhi | Relating EFL university students' mindfulness and resilience to self-fulfilment and motivation in learning | [Abstract] [Full text] |
695-714 |
| Remeredzayi Gudyanga and Loyiso C. Jita | Teachers' implementation of laboratory practicals in the South African physical sciences curriculum | [Abstract] [Full text] |
715-731 |
| Ngô Vũ Thu Hằng | The implementation of critical thinking in Vietnamese primary school moral education classes | [Abstract] [Full text] |
732-755 |
| Shelley Hannigan, Christine Grima-Farrell and Natasha Wardman | Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing | [Abstract] [Full text] |
756-773 |
| Athanasios Kolovelonis | Relating students' participation in sport out of school and performance calibration in physical education | [Abstract] [Full text] |
774-789 |
| Ciara Lane, Niamh O'Meara and Richard Walsh | Pre-service mathematics teachers' use of the mathematics register | [Abstract] [Full text] |
790-806 |
| Richard Lee, Kim Hoe Looi, Huda Khan, Hannah Soong and Larry Neale | Measuring students' justificatory reasoning approaches | [Abstract] [Full text] |
807-822 |
| Geoffrey Lowe, Christina Gray, Peter Prout, Sarah Jefferson and Therese Shaw | Positive veteran teachers: Who are they, and where are they to be found? | [Abstract] [Full text] |
823-840 |
| Beris Ludwig, Simon S. Smith and Helen Heussler | Exploring the association between perceived excessive daytime sleepiness in children and academic outcomes | [Abstract] [Full text] |
841-857 |
| Chipo Makamure and Loyiso C. Jita | Teaching practice and pre-service mathematics teachers' teaching knowledge in Zimbabwe: A mixed methods study | [Abstract] [Full text] |
858-880 |
| Shannon Mason | Teachers, Twitter and tackling overwork in Japan | [Abstract] [Full text] |
881-898 |
| Nancy Palacios Mena | Teaching violence, drug trafficking and armed conflict in Colombian schools: Are history textbooks deficient? | [Abstract] [Full text] |
899-922 |
| Sharyn Schubert and David Giles | Exploring the ontological nature of teachers' conversations | [Abstract] [Full text] |
923-937 |
| Kristina Turner and Monica Thielking | Teacher wellbeing: Its effects on teaching practice and student learning | [Abstract] [Full text] |
938-960 |
| Brett Vaughan, Jacqui Yoxall and Sandra Grace | Peer assessment of teamwork in group projects: Evaluation of a rubric | [Abstract] [Full text] |
961-978 |
| Constantinos Xenofontos | Primary teachers' perspectives on mathematics during curriculum reform: A collective case study from Cyprus | [Abstract] [Full text] |
979-996 |
| Number 2 | IIER 29(2) was published on 14 April 2019. |
| Roger Atkinson | Editorial 29(2): Two items from recent editorial correspondence | [HTML] [PDF] |
ii-v |
| Ali Abdullah Ali Alghail and Omer Hassan Ali Mahfoodh | Academic oral communication difficulties encountered by Yemeni postgraduate students in a Malaysian university | [Abstract] [Full text] |
301-325 |
| Sheikh Asadullah | Evaluating effective mathematics teaching in secondary schools in Bangladesh using a value-added model | [Abstract] [Full text] |
326-345 |
| Joan Burfitt | Cognitive interviews for reviewing multiple-choice items in mathematics | [Abstract] [Full text] |
346-362 |
| Ashish K. Das, Quynh T. Nguyen, An T. Nguyen, Milton Nomikoudis and Dung Ha Van | Course redesign to incorporate flipped delivery: A business degree case in Vietnam | [Abstract] [Full text] |
363-383 |
| Şahin Dündar | An evaluation of the intentions of preservice teachers to use the case study method in social studies classes | [Abstract] [Full text] |
384-401 |
| Eda Erdas Kartal, Nihal Dogan, Serhat Irez, Gultekin Cakmakci and Yalcin Yalaki | A five-level design for evaluating professional development programs: Teaching and learning about nature of science | [Abstract] [Full text] |
402-426 |
| Angela Evangelinou-Yiannakis | Dealing with the demands of the Deakin University-Teach For Australia program: Four perspectives | [Abstract] [Full text] |
427-443 |
| Dawn Joseph | "Trying to keep afloat": Early career teaching in an Australian setting | [Abstract] [Full text] |
444-457 |
| Penelope Ludicke, Tracey Muir and Karen Swabey | Identifying and supporting young adolescent academic underachievers in Year 7 and 8 classrooms | [Abstract] [Full text] |
458-484 |
| Noella M. Mackenzie, Lena Danaia, Amy MacDonald and Debra Ann Metcalf | Working above standard in literacy and numeracy in primary school | [Abstract] [Full text] |
485-501 |
| Victoria A. Namukwaya and Israel Kibirige | Parents' perceptions of universal primary education in Kotido District, Uganda | [Abstract] [Full text] |
502-518 |
| Elizabeth Pérez-Izaguirre | Educational inequalities, teacher authority and student autonomy in multi-ethnic Basque secondary education | [Abstract] [Full text] |
519-536 |
| Cornelia Staats, Grace Oakley and Ida Marais | A legibility scale for early primary handwriting: Authentic task and cognitive load influences | [Abstract] [Full text] |
537-561 |
| Wisuit Sunthonkanokpong and Elizabeth Murphy | Sustainability awareness, attitudes and actions: A survey of pre-service teachers | [Abstract] [Full text] |
562-582 |
| Ümran Yazıcılar and Nilay T. Bümen | Crossing over the brick wall: Adapting the curriculum as a way out | [Abstract] [Full text] |
583-609 |
| Number 1 | IIER 29(1) was published on 19 January 2019. |
| Roger Atkinson, Clare McBeath and Anne Power | Editorial 29(1): Revisiting some IIER statistics | [HTML] [PDF] |
ii-v |
| S. Chee Choy, Joanne Sau Ching Yim and Poh Leong Tan | Mediating effects of quality learning on metacognitive knowledge, metacognitive experience and outcomes | [Abstract] [Full text] |
1-18 |
| Vaille Dawson and Jennifer Shand | Impact of support for preservice teachers placed in disadvantaged schools | [Abstract] [Full text] |
19-37 |
| Madeleine Dobson and Susan Beltman | Powerful and pervasive, or personal and positive? Views of young girls, parents and educators about media | [Abstract] [Full text] |
38-54 |
| Elçin Emre-Akdoğan and Gönül Yazgan-Sağ | Transformation of theoretical knowledge into instructional practice: A mathematics teacher's journey | [Abstract] [Full text] |
55-69 |
| Behzad Ghonsooly and Tahereh Hassanzadeh | Effect of interactionist dynamic assessment on English vocabulary learning: Cultural perspectives in focus | [Abstract] [Full text] |
70-88 |
| Karen Guo and Kiyomi Kuramochi | Exploring kyoiku: Children's educational experiences in Japanese kindergartens | [Abstract] [Full text] |
89-105 |
| Ali Ibrahim and Shaikah Al-Taneiji | Teacher satisfaction in Abu Dhabi schools: What the numbers did not say | [Abstract] [Full text] |
106-122 |
| Young Ju Joo, Kyu Yon Lim and So Young Lee | Project-based learning in capstone design courses for engineering students: Factors affecting learning outcomes | [Abstract] [Full text] |
123-140 |
| Anuleena Kimanen | Truth claims, commitment and openness in Finnish Islamic and Lutheran religious education classrooms | [Abstract] [Full text] |
141-157 |
| Christopher Lange and Jamie Costley | The negative impact of media diversity on self-regulated learning strategies and cognitive load | [Abstract] [Full text] |
158-179 |
| Parinda Phanphech, Tanes Tanitteerapan and Elizabeth Murphy | Explaining and enacting for conceptual understanding in secondary-school physics | [Abstract] [Full text] |
180-204 |
| Clelia Pineda-Báez, Rosario Bernal-Luque, Luz Yolanda Sandoval-Estupiñan and Crisanto Quiroga | Challenges facing novice principals: A study in Colombian schools using a socialisation perspective | [Abstract] [Full text] |
205-222 |
| Denchai Prabjandee | Unwelcome truths of the professional learning community policy in Thailand: Delving into teacher's sensemaking | [Abstract] [Full text] |
223-242 |
| Mark Prendergast, Niamh O'Meara, Clare O'Hara, Lorraine Harbison and Ian Cantley | Bridging the primary to secondary school mathematics divide: Teachers' perspectives | [Abstract] [Full text] |
243-260 |
| Joanne Quick | Literacy intervention provision in Victorian primary education: An analysis of online data | [Abstract] [Full text] |
261-281 |
| Kristina Turner and Maryanne Pale | The relationship between student attitude to school survey results and NAPLAN results | [Abstract] [Full text] |
282-300 |