IIER logo 4

Issues in Educational Research

Contents of Volume 28, 2018


Number 4 IIER 28(4) was published on 4 November 2018. For an outline of the reasons for the change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017, please see Editorial 28(1).

Roger Atkinson, Clare McBeath and Anne Power Editorial 28(4): Reflecting upon some unused IIER statistics [HTML]
[PDF]
ii-v
Khairul Akmaliah Adham, Huong Ha, Shifa Mohd Nor and Zaleha Yazid Learning to complete the PhD thesis [Abstract]
[Full text]
811-829
Babatunde Akanji, Tonbara Mordi, Akeem Ajonbadi and Bashir Mojeed-Sanni Impact of leadership styles on employee engagement and conflict management practices in Nigerian universities [Abstract]
[Full text]
830-848
Susan Blackley, Dawn Bennett and Rachel Sheffield Pre-service teachers' articulation of their future selves [Abstract]
[Full text]
849-869
Mary Sandra Carlotto and Sheila Gonçalves Câmara Work-family interactions among female teachers: Socio-demographic, labour and psychosocial predictors [Abstract]
[Full text]
870-883
Gökçe Dişlen Dağgöl What lies behind good and poor translation from the perspective of translator trainees? [Abstract]
[Full text]
884-900
Bekithemba Dube and Thuthukile Jita Rethinking healthy school relations to facilitate curriculum change in Zimbabwe: A relational leadership approach [Abstract]
[Full text]
901-917
Oscar Espinoza, Luis Eduardo González, Noel McGinn, Dante Castillo and Luis Sandoval Family background, secondary school and university prestige: Contributors to income inequality in Chile [Abstract]
[Full text]
918-939
Adam Heaton Kids can show prejudice and teachers can show them another path [Abstract]
[Full text]
940-952
Caroline Johansson, Maria Hedlin and Magnus Åberg A touch of touch: Preschool teacher education students' reflections about physical touch [Abstract]
[Full text]
953-966
Kanphitcha Kodkanon, Pichet Pinit and Elizabeth Murphy High-school teachers' experiences of interdisciplinary team teaching [Abstract]
[Full text]
967-989
Caroline Okumdi Muoghalu and Friday Asiazobor Eboiyehi Assessing Obafemi Awolowo University's gender equity policy: Nigeria's under-representation of women persists [Abstract]
[Full text]
990-1008
Wilma S. Reyes, Teresita T. Rungduin, Adonis P. David and Elanor O. Bayten A model of pedagogical strategies for low income students in the Philippines [Abstract]
[Full text]
1009-1023
Linda Salihu, Mikko Aro and Pekka Räsänen Children with learning difficulties in mathematics: Relating mathematics skills and reading comprehension [Abstract]
[Full text]
1024-1038
Hassan Soodmand Afshar and Mahsa Bayat Strategy use, learning styles and L2 achievement of Iranian students of English for academic purposes [Abstract]
[Full text]
1039-1059
Rattima Thanyathamrongkul, Wareesiri Singhasiri and Sonthida Keyuravong Language literacy, language education policy and classroom practices in a Thai primary school context [Abstract]
[Full text]
1060-1079
Mark B. Ulla English language teaching in Thailand: Filipino teachers' experiences and perspectives [Abstract]
[Full text]
1080-1094

Number 3 IIER 28(3) was published on 2 August 2018. For an outline of the reasons for the change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017, please see Editorial 28(1).

Roger Atkinson, Clare McBeath and Anne Power Editorial 28(3) [HTML]
[PDF]
ii-iii
Mustafa Bahar, Hasan Uğur and Mustafa Asil Social achievement goals and students' socio-economic status: Cross-cultural validation and gender invariance [Abstract]
[Full text]
511-529
David A. G. Berg and Lisa F. Smith The effect of school-based experience on preservice teachers' self-efficacy beliefs [Abstract]
[Full text]
530-544
Tony Beswick and Simon Clarke Network principals in Western Australia: An examination of their influence and strategies [Abstract]
[Full text]
545-559
İsa Deveci and Furkan Aydın Relationship between middle school students' tendencies toward academic risk-taking and their attitudes to science [Abstract]
[Full text]
560-577
Leanne Fried, Rena Vithiatharan, Elizabeth Davis, Tim Jones, Kirsten Hancock, Kevin Runions, Donna Cross, Donald Payne, Caleb Jones, Arthur Wright, Debbie Pieterse, Joy Knowles, Julie Clarke and Ashleigh Lin The school experiences of children and adolescents with type 1 diabetes in Western Australia [Abstract]
[Full text]
578-595
Maribel D. Ganeb and Marie Paz E. Morales Science fluency in primary school: Student transition from Filipino to English language learning [Abstract]
[Full text]
596-612
Esra Harmandaoğlu Baz, Cem Balçıkanlı & Paşa Tevfik Cephe Relationship between teacher stories and encouragement of learner autonomy [Abstract]
[Full text]
613-634
Gregory Hine Teachers' perceptions on declining student enrolments in Australian senior secondary mathematics courses [Abstract]
[Full text]
635-654
Zeina Hojeij and Sandra Baroudi Student perceptions on peer feedback training using a blended method: A UAE case [Abstract]
[Full text]
655-678
Ali Ibrahim Directive, collaborative, or non-directive? Thesis supervision approaches in the United Arab Emirates [Abstract]
[Full text]
679-700
İshak Kozikoğlu and Mecit Aslan Socio-cultural, psychological and academic problems of undergraduate Syrian students in Turkey [Abstract]
[Full text]
701-719
Teresa Mwoma, Nyakwara Begi and Catherine Murungi Safety and security in preschools: A challenge in informal settlements [Abstract]
[Full text]
720-736
Somaye Piri, Reza Pishghadam, L. Quentin Dixon and Zohreh Eslami Rasekh Predictors of L2 achievement: Testing a model based on EFL learners' emotional, social, and cultural capitals [Abstract]
[Full text]
737-755
Masoud Rahimi and Hiwa Weisi Reflective practice, self-efficacy, and research by EFL teachers: Examining possible relationships [Abstract]
[Full text]
756-780
Lucy Sibanda Distributed leadership in three diverse public schools: Perceptions of deputy principals in Johannesburg [Abstract]
[Full text]
781-796
Mark B. Ulla Benefits and challenges of doing research: Experiences from Philippine public school teachers [Abstract]
[Full text]
797-810

Number 2 IIER 28(2) was published on 5 April 2018. For an outline of the reasons for the change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017, please see Editorial 28(1).

Anne Power, Roger Atkinson and Clare McBeath Editorial 28(2) [HTML]
[PDF]
ii-v
Ester Aflalo Changes in the perceptions of the nature of science and religious belief [Abstract]
[Full text]
237-253
Suhaedir Bachtiar, Siti Zubaidah, Aloysius Duran Corebima and Sri Endah Indriwati The spiritual and social attitudes of students towards integrated problem based learning models [Abstract]
[Full text]
254-270
Terry Bowles and Janet Scull Applying adaptive change processes and supports to the learning classroom [Abstract]
[Full text]
271-287
Jeffrey Lloyd L. Cagande and Richard R. Jugar The flipped classroom and college physics students' motivation and understanding of kinematics graphs [Abstract]
[Full text]
288-307
İsmail Çimen and Habib Özgan Contributing and damaging factors related to the psychological capital of teachers: A qualitative analysis [Abstract]
[Full text]
308-328
Laurent Cosnefroy, Fabien Fenouillet, Corinne Mazé and Barbara Bonnefoy On the relationship between the forethought phase of self-regulated learning and self-regulation failure [Abstract]
[Full text]
329-348
Jamie Dorrington A new organisational architecture to support personalised learning: Parent's perspectives on the academic advisers [Abstract]
[Full text]
349-366
Mansoor Ganji, Saeed Ketabi and Mohammadtaghi Shahnazari Teacher training courses in Iranian private language institutes: Issues and options [Abstract]
[Full text]
367-384
Ghazi M. Ghaith Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning [Abstract]
[Full text]
385-404
Remeredzayi Gudyanga and Loyiso C. Jita Mapping physical sciences teachers' concerns regarding the new curriculum in South Africa [Abstract]
[Full text]
405-421
Kalle Juuti, Knut-Andreas Christophersen, Eyvind Elstad, Trond Solhaug and Are Turmo Finnish teacher education and its contributions to pre-service teachers' instructional self-efficacy [Abstract]
[Full text]
422-437
Karen Murcia and Coral Pepper Evaluating the social impact of a science centre's STEM professional learning strategies for teachers [Abstract]
[Full text]
438-452
Peter M. Robinson Affective underpinnings of surface approaches to learning and their relationship with sensation seeking [Abstract]
[Full text]
453-469
Julia Savage and Vikki Pollard Developing critical questions from faculty tensions: An approach to collegiality in course teams [Abstract]
[Full text]
470-486
Rachel Sheffield, Susan Blackley and Paul Moro A professional learning model supporting teachers to integrate digital technologies [Abstract]
[Full text]
487-510

Number 1 IIER 28(1) was published on 4 February 2018. It marks the adoption of a revised format for IIER, with abstracts and some other details published in HTML, and the full text published in PDF. Editorial 28(1) outlines the reasons for this change from the previous HTML and PDF format, which IIER has used for the previous decade, 2008-2017.

Roger Atkinson, Clare McBeath and Anne Power Editorial 28(1): Reflecting on diversity and a format change [HTML]
[PDF]
ii-vii
Shirin Abadikhah, Zahra Aliyan and Seyed Hassan Talebi EFL students' attitudes towards self-regulated learning strategies in academic writing [Abstract]
[Full text]
1-17
Susan Blackley, Yuli Rahmawati, Ella Fitriani, Rachel Sheffield and Rekha Koul Using a Makerspace approach to engage Indonesian primary students with STEM [Abstract]
[Full text]
18-42
Vasiliki Brouskeli, Vasiliki Kaltsi and Maria Loumakou Resilience and occupational well-being of secondary education teachers in Greece [Abstract]
[Full text]
43-60
Ana Diogo, Pedro Silva and Joana Viana Children's use of ICT, family mediation, and social inequalities [Abstract]
[Full text]
61-76
N. Dilşad Güven and Ziya Argün Width, length, and height conceptions of students with learning disabilities [Abstract]
[Full text]
77-98
Conley Hathorn and Anna Marie Dillon Action research as professional development: Its role in education reform in the United Arab Emirates [Abstract]
[Full text]
99-119
Dana-Kristin Mah and Dirk Ifenthaler Students' perceptions toward academic competencies: The case of German first-year students [Abstract]
[Full text]
120-137
Thi Thuy Nhan and Huu Cuong Nguyen Quality challenges in transnational higher education under profit-driven motives: The Vietnamese experience [Abstract]
[Full text]
138-152
Martin Stynes, Timothy Murphy, Gerry McNamara and Joe O'Hara Reflection-on-action in qualitative research: A critical self-appraisal rubric for deconstructing research [Abstract]
[Full text]
153-167
Tomoharu Takahashi Motivation of students for learning English in Rwandan schools [Abstract]
[Full text]
168-186
Maria Tsakeni Inquiry-based practical work in physical sciences: Equitable access and social justice issues [Abstract]
[Full text]
187-201
Tracy K. Y. Wong, Xi Tao and Chiaki Konishi Teacher support in learning: Instrumental and appraisal support in relation to math achievement [Abstract]
[Full text]
202-219
Kirsty Young CO-CREATE: Teachers' voices to inform special education teacher education [Abstract]
[Full text]
220-236


Published by the Institutes for Educational Research in NSW, SA and WA. ISSN 1837-6290 (Online)

[IIER Home Page]
This URL http://www.iier.org.au/iier28/2018conts.html
Created 4 Feb 2018. Last revised 2 Aug 2018.
HTML and PDF: Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]