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| Number 4 | IIER 32(4) was published on 11 December 2022. |
| Roger Atkinson | Editorial 32(4): (i) An editor's lament; (ii) Peer review in academic publishing; (iii) Update on new .au namespace | [HTML] [PDF] |
ii-vi |
| Holden Kenneth Alcazaren, Erlene Barandino, Cristian Narvacan and Lizamarie Campoamor-Olegario | Investigating Filipino school teachers' engagements with research: A bioecological systems case study | [Abstract] [Full text] |
1251-1271 |
| Hlengani Baloyi and Godwin Khosa | Rebooting the South African education system amidst Covid-19: Impediments and improvement strategies | [Abstract] [Full text] |
1272-1289 |
| Emma Barnett and Wiets Botes | Transformative pedagogy adoption by Natural Sciences pre-service teachers in a South African university | [Abstract] [Full text] |
1290-1305 |
| Linda Cranley, Christine Robinson, Gregory Hine and Dee O'Connor | The desks have changed; it must be NAPLAN time: How NAPLAN affects teaching and learning of mathematics | [Abstract] [Full text] |
1306-1320 |
| Emma Cross, Madeleine Dobson, Rebecca Walker and Geoff Lowe | Leading for quality in Western Australian early childhood services: An emerging framework | [Abstract] [Full text] |
1321-1341 |
| Wendy Cumming-Potvin, Libby Jackson-Barrett and Dominique Potvin | Aboriginal perspectives matter: Yarning and reflecting about teaching literacies with multimodal Aboriginal texts | [Abstract] [Full text] |
1342-1363 |
| Filiz Erbay and Ilknur Tarman | Effect of the Covid-19 pandemic on language development of preschool children | [Abstract] [Full text] |
1364-1383 |
| Humairah Fauziah and Bambang Yudi Cahyono | Prevalent beliefs in learning styles myths: Indonesian research trends on learning styles | [Abstract] [Full text] |
1384-1402 |
| Rachael Hains-Wesson | A philosophy of practice to inform team-teaching: A blended auto-ethnographical account | [Abstract] [Full text] |
1403-1420 |
| Elina Hytönen-Ng, Kaisa Pihlainen, Kwok Ng and Eija Kärnä | Sounds of learning: Soundscapes - teacher perceptions of acoustic environments in Finland's open plan classrooms | [Abstract] [Full text] |
1421-1440 |
| Dawn Joseph and Bradley Merrick | Staying in tune and keeping positive: Redefining music teacher practices for online learning in Australia | [Abstract] [Full text] |
1441-1466 |
| Rexhep Krasniqi | Teacher professional development trends: Perspectives of teachers and principals in Kosovo | [Abstract] [Full text] |
1467-1485 |
| Mamathe Malepa-Qhobela and Mogege Mosimege | A framework to assist mathematics teachers in integrating problem solving in secondary school classrooms | [Abstract] [Full text] |
1486-1508 |
| Alin Mardiah, Yuli Rahmawati, Fauzan Khairi Che Harun and Deni Hadiana | Transferable skills for pre-service chemistry teachers in Indonesia: Applying a design thinking-STEAM-PjBL model | [Abstract] [Full text] |
1509-1529 |
| Veronica Morcom | Social practices and relational agency to support student collaboration: A sociocultural perspective | [Abstract] [Full text] |
1530-1547 |
| Vaughan Prain, Tracey Muir, Valerie Lovejoy, Cathleen Farrelly, Sherridan Emery, Damon Thomas, Craig Deed and Russell Tytler | Teacher professional learning in large teaching spaces: An Australian case study | [Abstract] [Full text] |
1548-1566 |
| Joseph B. Quinto | Seize the day or seize theses? The challenges in undergraduate thesis writing | [Abstract] [Full text] |
1567-1583 |
| Kimberly C. Rivera | "My job as a teacher literally never stops": How Filipino women teachers coped during the Covid-19 pandemic | [Abstract] [Full text] |
1584-1604 |
| Nicholas Scarlota and Rocío Knipp | Experiencing emergency remote teaching as an EFL educator in Chile at the onset of the Covid-19 pandemic | [Abstract] [Full text] |
1605-1622 |
| Gayane Tovmasyan, Davit Hakhverdyan, Tatul Mkrtchyan and Arsen Petrosyan | The impact of Covid-19 on education quality and learning efficiency in universities: Evidence from Armenia | [Abstract] [Full text] |
1623-1642 |
| Ceyhun Yukselir and Omer Ozer | Investigating the interplay between English language teachers' autonomy, well-being and efficacy | [Abstract] [Full text] |
1643-1657 |
| Number 3 | IIER 32(3) was published on 24 September 2022. |
| Roger Atkinson | Editorial 32(3): (i) New .au namespace; (ii) Google Scholar searches for IIER articles; (iii) An editor's lament | [HTML] [PDF] |
ii-viii |
| Hissah Alanazi, Shahad Alsharif and Cindy Ann Smith | A home-based intervention for children with autism spectrum disorder: Outcomes for Saudi Arabian families | [Abstract] [Full text] |
849-870 |
| Eric A. Ambele | Supporting English teaching in Thailand by accepting translanguaging: Views from Thai university teachers | [Abstract] [Full text] |
871-886 |
| Saban Bon | Developing Cambodian secondary school students' intercultural competence: Strategies and challenges | [Abstract] [Full text] |
887-905 |
| Harold Castañeda-Peña, Diego Ubaque-Casallas and Jonathan Delgado-Ochoa | Embodied gender/sex identity and English language teaching: Two narratives and dissident identities from Colombia | [Abstract] [Full text] |
906-924 |
| Karen Cornelius and Kerrie Mackey-Smith | Improving educational outcomes: Why don't remote schools in Australia measure up? | [Abstract] [Full text] |
925-942 |
| Güler Göçen Kabaran | Graduate students' perceptions of the academic writing process and its problems: A qualitative study in Turkey | [Abstract] [Full text] |
943-959 |
| Magdalena Hanková and Soña Kalenda | Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities | [Abstract] [Full text] |
960-981 |
| Gillian Kirk | How can we address the wicked problem of university student attrition? A BEd (Early Childhood) case study | [Abstract] [Full text] |
982-1000 |
| Thi Nguyet Le and Nicola F. Johnson | Supporting and managing EFL students' online learning in Vietnamese blended learning environments | [Abstract] [Full text] |
1001-1019 |
| Kasanita Nayasi, Ilisapeci Qabale, Varanisese Tagimaucia and Satish Prakash Chand | Readiness to teach for cultural inclusivity and sustainable learning: Views of preservice primary teachers in Fiji | [Abstract] [Full text] |
1020-1044 |
| Cuong Huu Nguyen | Professional development for educational policy-makers: Relating to university quality assurance in Vietnam | [Abstract] [Full text] |
1045-1066 |
| Patmisari, Ahmad Muhibbin, Yeniar Elka Pramesiana, Marisa Zakiya Amini, Wibowo Heru Prasetiyo, Sri Gunarsi and Achmad Muthali'in | Family communication patterns, media literacy and civic engagement: A study with Indonesian college students | [Abstract] [Full text] |
1067-1091 |
| Gazmend Qorraj, Besnik Krasniqi and Gezim Jusufi | Academic freedom and higher education governance in the Western Balkans: The case of Kosovo | [Abstract] [Full text] |
1092-1110 |
| Anna A. Rangkuti, Lucia R. M. Royanto and Guritnaningsih A. Santoso | Ethical awareness and peer reporting intention of exam cheating and plagiarism: Mediation role of ethical judgment | [Abstract] [Full text] |
1111-1130 |
| Marg Rogers, Penelope Baker, Ingrid Harrington, Amy Johnson, Jo Bird and Vanessa Bible | Stakeholder engagement with funding bodies, steering committees and surveys: Benefits for education projects | [Abstract] [Full text] |
1131-1152 |
| Josip Šabić and Saša Puzić | Exploring dropout risk in higher education in Croatia: An empirical analysis | [Abstract] [Full text] |
1153-1173 |
| Margaret Sims, Pamela Calder, Mary Moloney, Antje Rothe, Marg Rogers, Laura Doan, Domna Kakana and Sofia Georgiadou | Neoliberalism and government responses to Covid-19: Ramifications for early childhood education and care | [Abstract] [Full text] |
1174-1195 |
| Jarjani Usman, Zamzami Zainuddin, Teuku Zulfikar, Dorine Lugendo, Zulkarnaini and Yusri Yusuf | When online learning and cultural values intersect: Indonesian EFL students' voices | [Abstract] [Full text] |
1196-1212 |
| Binnur Yıldırım Hacıibrahimoğlu | Early childhood pre-service teachers' self-efficacy in inclusive education: A mixed methods investigation | [Abstract] [Full text] |
1213-1232 |
| Samantha Ying and Rayanne Shakra | 'Data data on the wall show me progress for them all': Using data walls to track student growth in learning | [Abstract] [Full text] |
1233-1249 |
| 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] [PDF] |
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] [Full text] |
413-433 |
| Osman Cil | A comparative exploration of Turkish and Irish curricula via TIMSS cognitive domains | [Abstract] [Full text] |
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] [Full text] |
453-472 |
| Seb Dianati, Noriko Iwashita and Claudia Vasquez | Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning | [Abstract] [Full text] |
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] [Full text] |
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] [Full text] |
513-532 |
| Gregory Hine and Sandra Herbert | Shifting pre-service teachers' views of teaching secondary mathematics | [Abstract] [Full text] |
533-554 |
| Dairabi Kamil | Beyond classroom phenomena: Exploring Indonesian EFL teachers' professional identity metaphors | [Abstract] [Full text] |
555-574 |
| Athanasios Kolovelonis and Marios Goudas | Physical education students' calibration accuracy and academic achievement: A longitudinal study | [Abstract] [Full text] |
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] [Full text] |
593-612 |
| Matshidiso M. Moleko | Using universal design for instruction principles to guide flexible, inclusive and accessible teaching of geometry | [Abstract] [Full text] |
613-633 |
| Elmedina Nikoçeviq-Kurti and Blerim Saqipi | Toward developing a qualitative mentoring program for pre-service teachers: Kosovo's experience | [Abstract] [Full text] |
634-658 |
| Sayeed Naqibullah Orfan, Frestha Ibrahimi and Abdul Qawi Noori | Sexual harassment of female higher education students in Afghanistan: A case study | [Abstract] [Full text] |
659-680 |
| Thi Thanh Huyen Phuong | Learning motivation of Vietnamese EFL learners in fully online classes during Covid-19: A mixed methods study | [Abstract] [Full text] |
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] [Full text] |
701-720 |
| Pearl Subban and Penny Round | Investigating teachers' perceptions of open plan classroom settings: A case of an innovative convention? | [Abstract] [Full text] |
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] [Full text] |
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] [Full text] |
765-783 |
| Rachael Walshe, N. S. (Snowy) Evans and Lisa Law | Mapping community gardens in the Australian National Curriculum: A curriculum analysis model | [Abstract] [Full text] |
784-804 |
| Thinley Wangdi and Ringphami Shimray | Qualities of effective EFL English teachers as perceived by Thai university students: A photovoice study | [Abstract] [Full text] |
805-824 |
| Roman Zvyagintsev, David Konstantinovsky, Marina Pinskaya and Sergey Kosaretsky | Occupational well-being of Russian teachers: Risk factors and areas for improvement | [Abstract] [Full text] |
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] [PDF] |
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] [Full text] |
1-15 |
| Nader Ayish | Student perceptions of an engineering course co-taught by an English Instructor at an EMI university in the UAE | [Abstract] [Full text] |
16-35 |
| William Hamilton Bicksler and Peter Hannah | The devil's advocate role in asynchronous online discussions: Asian region undergraduate perspectives | [Abstract] [Full text] |
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] [Full text] |
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] [Full text] |
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] [Full text] |
89-104 |
| Katie Fielding and Karen Murcia | Research linking digital technologies to young children's creativity: An interpretive framework and systematic review | [Abstract] [Full text] |
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] [Full text] |
126-148 |
| Boli Li, Jenene Burke and Margaret Plunkett | Deep or surface learning? Perceptions of Chinese international and local students in Australian universities | [Abstract] [Full text] |
149-181 |
| Tomáš Lintner | A social network perspective on formation of peer relationships in Czech lower-secondary classrooms | [Abstract] [Full text] |
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] [Full text] |
205-224 |
| Michael Methlagl | Mapping inclusive education 1980 to 2019: A bibliometric analysis of thematic clusters and research directions | [Abstract] [Full text] |
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] [Full text] |
248-263 |
| Shashi Nallaya, James E. Hobson and Tamra Ulpen | An investigation of first year university students' confidence in using academic literacies | [Abstract] [Full text] |
264-291 |
| Nhung Nguyễn | University-community partnerships in language teacher education through work-integrated learning | [Abstract] [Full text] |
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] [Full text] |
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] [Full text] |
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] [Full text] |
352-373 |
| Joshua Sarpong | Research and disciplinary differences versus funding allocation in New Zealand's higher education system | [Abstract] [Full text] |
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] [Full text] |
394-412 |