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| Number 4 | IIER 34(4) was published on 13 December 2024. |
| Roger Atkinson and Clare McBeath | Editorial 34(4): (i) "... Could not be evaluated ..."; (ii) Editorial miscellanea | [HTML] [PDF] |
ii-vii |
| Mark Ulla An invited guest editorial |
Transnational research experiences: Global perspectives in educational research | [HTML] [PDF] |
viii-xiii |
| Gale E. Davids | Collective ownership for learner discipline in South African schools: A policy perspective | [Abstract] [Full text] |
1223-1240 |
| Novel Lena Folabit and Loyiso Currell Jita | Are academics adapting to students' technology learning preferences? A South African study of teaching identities | [Abstract] [Full text] |
1241-1259 |
| Michael Graham, Christine Grice and Wayne Cotton | Design principles of effective professional development for school teachers: A systematic literature review | [Abstract] [Full text] |
1260-1284 |
| Marnie Harris, Lynette Vernon, David Rhodes and Christina Gray | Regional, rural and remote schools as a career choice for Australian pre-service teachers: A decision tree analysis | [Abstract] [Full text] |
1285-1312 |
| Boithatelo Hlasa and Ntombizandile Gcelu | Challenges educators encounter with South Africa's grade progression policy: A social justice perspective | [Abstract] [Full text] |
1313-1331 |
| Toni Indrayadi | The long journey to my first publication in a reputable international journal: An autoethnographic account | [Abstract] [Full text] |
1332-1349 |
| Rachel L. Juergensen, Amy Pleet-Odle and Meg Knapp | Using a value-creation framework to evaluate an inclusive education program: A case study in a US middle school | [Abstract] [Full text] |
1350-1368 |
| Aikaterini Lampropoulou | Teachers' professional quality of life, sense of self-efficacy and the moderating role of satisfaction with life | [Abstract] [Full text] |
1369-1387 |
| Ika Wahyuni Lestari, Rudi Hartono, Januarius Mujiyanto and Zulfa Sakhiyya | Examining pre-service teachers' professional identity ahead of teaching practicum | [Abstract] [Full text] |
1388-1409 |
| Moh. Arif Mahbub, Ima Chusnul Chotimah, Nunung Suryati, Yazid Basthomi and Niamika El Khoiri | Delving into EFL graduates' intercultural sensitivity and experiences: Three Indonesian narrative case studies | [Abstract] [Full text] |
1410-1428 |
| Kim Maslin, Karen Murcia and Susan Blackley | 'Can you show me?': Children demonstrating creativity through focus during STEM online learning | [Abstract] [Full text] |
1429-1450 |
| Kezia H. Mkwizu and Kathija Yassim | Resilience and sustainability in African higher education: A post-Covid, collaborative autoethnographic reflection | [Abstract] [Full text] |
1451-1468 |
| Samira Nicolas | Artificial intelligence in writing courses: Attitudes of university instructors in Lebanon | [Abstract] [Full text] |
1469-1487 |
| Marianthi Oikonomakou, Dimitrios Kokkinos and Anthippi Potolia | Language autobiographies and multilingual practices applied in primary teacher education: A qualitative study | [Abstract] [Full text] |
1488-1505 |
| Esra Özcan and Mehmet Gültekin | Small group, problem-based learning in primary school social studies: A mixed methods study in Turkey | [Abstract] [Full text] |
1506-1525 |
| Pitambar Paudel | Navigating linguistic diversity: Implementing English medium instruction in Nepal's community schools | [Abstract] [Full text] |
1526-1547 |
| Marg Rogers, Anwaar Ul-Haq, Cassy Dittman, Michelle Gossner, Govind Krishnamoorthy, Emily Small, Tegan Kanard, Amy Johnson, Michèle L. Hébert, Yumiko Coffey and Einar B. Thorsteinsson | Interdisciplinary research collaboration in higher education: Improving end-user experience in children's programs | [Abstract] [Full text] |
1548-1572 |
| Lindokuhle Soyikwa and Sakyiwaa Boateng | Teaching physical sciences in South African rural high schools: Learner and teacher views about the challenges | [Abstract] [Full text] |
1573-1595 |
| Rosemary Vellar, Boris Handal, Sean Kearney and Christine Forlin | Teacher data use and student learning: Insights from a NSW Catholic School system | [Abstract] [Full text] |
1596-1617 |
| Thi Loan Vu | Teacher agency in enacting English language curriculum: The case of primary school EFL teachers in Vietnam | [Abstract] [Full text] |
1618-1637 |
| Rebecca Walker, Valerie Morey, Madeleine Dobson and Astrid Green | Pathways towards equity: Achievements by online initial teacher education graduates across Australia | [Abstract] [Full text] |
1638-1658 |
| Number 3 | IIER 34(3) was published on 15 September 2024. |
| Chris Perry and Roger Atkinson | Editorial 34(3): (i) Trending on IIER ... methodology insights; (ii) DEI revisited; (iii) Miscellanea | [HTML] [PDF] |
ii-vii |
| Jagad Aditya Dewantara and Dasim Budimansyah An invited guest editorial |
Using multicultural and ethnographic approaches in educational research: The Indonesian-Malaysian border | [HTML] [PDF] |
viii-xiii |
| Nurul Aini, Iwan Kurniarahman, Utami Widiati, Bambang Yudi Cahyono and Yazid Basthomi | Indonesian university students' perspectives on integrating AIEd into English language learning | [Abstract] [Full text] |
803-824 |
| Nabil Assadi, Muhammad Ibdah, Seham Hamza and Tareq Murad | The Spiral Internal Laboratory at Sakhnin College, Israel: PD for education supervisors, mentors and students | [Abstract] [Full text] |
825-847 |
| Özge Ceren Çelik and Mehmet Taşpınar | Preparing pre-service primary teachers to facilitate students' key competences for lifelong learning | [Abstract] [Full text] |
848-870 |
| Jehanzeb Rashid Cheema and Saulat Pervez | Using the Elementary Reading Attitude Survey (ERAS) in a bilingual context: Evidence from a Pakistani study | [Abstract] [Full text] |
871-887 |
| Pfuurai Chimbunde, Boitumelo Benjamin Moreeng and Emma Barnett | Attempts to promote social cohesion: School history curricula in post-colonial South Africa and Zimbabwe | [Abstract] [Full text] |
888-905 |
| Rebekah Couper and Terry Harding | Reasons why parents home school in Australia: A national survey and a review of 2018-2022 registrations | [Abstract] [Full text] |
906-927 |
| Sante Delle-Vergini, Douglas Eacersall, Chris Dann, Mustafa Ally | Exploring the perspectives of Australian primary school teachers on students learning about project management | [Abstract] [Full text] |
928-952 |
| Amanda England, Jo Bird, Sue Elliott and Marg Rogers | Between nature kindergartens and Forest School: Forging pathways for nature play in Australia's ECE sector | [Abstract] [Full text] |
953-973 |
| Nicole Fairhurst, Rachel Sheffield and Rekha Koul | Experiences of women in STEM: Personal narratives illustrating the fluidity and nuances of the STEM pipeline | [Abstract] [Full text] |
974-994 |
| Uus Faizal Firdaussy, Sri Ningsih and Enkin Asrawijaya | Basic education for indigenous peoples in Indonesia: Limiting children's cultural alienation and loss of identity | [Abstract] [Full text] |
995-1015 |
| Elham (Ellie) M. Foomani | Language, gender and empowerment: A qualitative study of self-identities of women English Teachers in Iran | [Abstract] [Full text] |
1016-1032 |
| Tuba Gökmenoğlu, Elif Daşci Sönmez and Ceyda Durmuş | Roles and responsibilities of PTAs in Türkiye's public schools: Principals' perceptions | [Abstract] [Full text] |
1033-1052 |
| Emma Groenewald | Navigating a diverse university context in South Africa: A student's narrative about identity formation | [Abstract] [Full text] |
1053-1069 |
| Ali Hayes and Laura B. Perry | The social and cultural capital of refugee-background students: An Australian case for an 'asset view' | [Abstract] [Full text] |
1070-1088 |
| Selaelo Maifala | Creating a conducive teaching and learning climate at a rural school in South Africa: The management team's role | [Abstract] [Full text] |
1089-1105 |
| Omar Mizel | Sheikhocracy and Israel's Arab Bedouin schools: Tribal versus educational accountability | [Abstract] [Full text] |
1106-1128 |
| Rosma Indriana Purba, Poltak Sinaga, Evo Sampetua Hariandja and Rizaldi Parani | Supporting quality management in Indonesia's early childhood education through accreditation processes | [Abstract] [Full text] |
1129-1147 |
| Yoppy Wahyu Purnomo, Pramita Putri Arifin, Rina Dyah Rahmawati and Ardiani Putri Rahmawati | Children's mathematics-related beliefs: An exploratory qualitative study in an Indonesian elementary school | [Abstract] [Full text] |
1148-1169 |
| Abdul Qahar Sarwari and Hamedi Mohd Adnan | Alternative educational activities and programs for female students banned from formal education in Afghanistan | [Abstract] [Full text] |
1170-1179 |
| Budi Waluyo and Anita | Integrating gender awareness into EFL pedagogy: Insights from Indonesia's Islamic universities | [Abstract] [Full text] |
1180-1201 |
| Ehsan Zarei, Sean P. Kearney and Omid Mallahi | Economic and social barriers: Identifying and prioritising professional needs of Iranian novice teachers | [Abstract] [Full text] |
1202-1221 |
| Number 2 | IIER 34(2) was published on 29 June 2024. |
| Roger Atkinson and Clare McBeath | Editorial 34(2): (i) IIER's 2023 review outcomes; (ii) Revision of briefing for reviewers; (iii) Miscellanea | [HTML] [PDF] |
ii-vi |
| Emma Groenewald and Kevin Teise An invited guest editorial |
The North-South research gap: Challenges and lessons learnt | [HTML] [PDF] |
vii-xii |
| Fatima Anaam and Smail Kerouad | Using English medium instruction in Moroccan secondary schools: Mathematics and science teachers' perceptions | [Abstract] [Full text] |
401-418 |
| Julie Boston and Nicola F. Johnson | The benefits of a literacy and numeracy service-learning program for pre-service teachers: A partnership approach | [Abstract] [Full text] |
419-435 |
| Michalis Christodoulou | Now what? How time perspective and university context shape final-year students' life projects | [Abstract] [Full text] |
436-458 |
| Anne Coffey, Shane Lavery and Leigh Sinclair | Engaging the early adolescent: What do stakeholders say about the Keeping Kids Engaged in School program? | [Abstract] [Full text] |
459-475 |
| Arkadiy Alekseevich Eremin | Roleplaying simulations for international relations education: Cases of Russian Federation and Uzbekistan | [Abstract] [Full text] |
476-491 |
| Jehad Faraj, Anca Daniela Frumuselu and Andrea Roxana Bellot | EFL teachers' perception and practice of intercultural competence in Palestine | [Abstract] [Full text] |
492-512 |
| Rachael Hains-Wesson | Evaluating an established team-teaching artefact: An innovative self-study methodology | [Abstract] [Full text] |
513-528 |
| Alison L. Hilton, Sian Chapman and Laura Perry | School choice in an information desert: A multimodal website analysis of vocational education offerings | [Abstract] [Full text] |
529-546 |
| May Olaug Horverak | Psychosocial learning environment and inclusion in primary school: Challenges from a student perspective | [Abstract] [Full text] |
547-565 |
| Mehdi Moharami | Learning English and its implications for Iranians' cultural values and practices | [Abstract] [Full text] |
566-587 |
| Afif Ikhwanul Muslimin and Muhammad Zaki | Navigating the visual odyssey: Perceptions, hurdles and creative solutions in Three Minute Thesis presentation | [Abstract] [Full text] |
588-607 |
| Ira Mutiaraningrum, Sri Wuli Fitriati, Issy Yuliasri and Mursid Saleh | From classroom projects to business ideas: Indonesian vocational college students' entrepreneurial skills | [Abstract] [Full text] |
608-628 |
| Shashi Nallaya, Sheridan Gentili, Scott Weeks and Katherine Baldock | The validity, reliability, academic integrity and integration of oral assessments in higher education: A systematic review | [Abstract] [Full text] |
629-646 |
| Astrid Núñez-Pardo and María Fernanda Téllez-Téllez | From a colonial research tension to decolonial research trends: Analysing 100 Columbian MEd theses and reports | [Abstract] [Full text] |
647-665 |
| Quynh-Nhu Phan and Quoc-Thach Nguyen | Reflective teaching: Voices from Vietnamese pre-service EFL teachers | [Abstract] [Full text] |
666-681 |
| Loriza Zinnie Rafiq and Jeremy Dorovolomo | University of the South Pacific students' voices about improving their campus experience | [Abstract] [Full text] |
682-698 |
| Marg Rogers | Publishing research-based news articles: Opportunities and challenges for creating effective knowledge translation | [Abstract] [Full text] |
699-718 |
| Jackylou Sarsale, Dennis Alonzo, Aiza Caseñas, Cherry Zin Oo, Francis Ann Sy and Prose Ivy Yepes | Assessing literacy practices and futures in science and mathematics classrooms: A systematic review | [Abstract] [Full text] |
719-742 |
| Xiaomei Sun | Teacher intuition and teacher development: An EFL teacher's autoethnography | [Abstract] [Full text] |
743-759 |
| Natalie Walker and Kaili C. Zhang | What are the non-academic impacts of private tutoring? Voices from A-level students in UK urban schools | [Abstract] [Full text] |
760-781 |
| Rachael Walshe, Neus (Snowy) Evans and Lisa Law | School gardens and student engagement: A systematic review exploring benefits, barriers and strategies | [Abstract] [Full text] |
782-801 |
| Number 1 | IIER 34(1) was published on 30 March 2024. |
| Roger Atkinson and Clare McBeath | Editorial 34(1): (i) Introducing a guest editorial; (ii) Editorial miscellanea | [HTML] [PDF] |
ii-x |
| Paul Gardner An invited guest editorial |
IIER: Loosening the straps on the neoliberal straitjacket subjugating educational research | [HTML] [PDF] |
xi-xiv |
| Saban Bon and Bhornsawan Inpin | Roles of two PD modes in technology integration for EFL classes: Training and professional learning communities | [Abstract] [Full text] |
1-18 |
| Thi Hien Bui and Nicola F. Johnson | Self-regulation and metacognition in a flipped classroom: EFL students' perspectives at a Vietnamese university | [Abstract] [Full text] |
19-36 |
| Rochelle Fogelgarn, Jacolyn Weller and Karen O'Reilly-Briggs | Permission to Teach VET: Enabling a vicious circle that maintains the low status of VET education | [Abstract] [Full text] |
37-57 |
| Susan Hill, Margaret Miller, Amanda Devine, Angela Genoni, Elizabeth Wenden and Matthew Byrne | Supporting nutrition education in low socioeconomic schools in Western Australia | [Abstract] [Full text] |
58-76 |
| Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo-Mas and Jennifer Mellizo | Professional learning: Sharing intercultural perspectives through virtual connections | [Abstract] [Full text] |
77-96 |
| Samantha Marangell, Beatrice Venturin, Chi Baik, Sally Baker, Gwilym Croucher and Sophie Arkoudis | Students' attitudes toward diversity in higher education: Findings from a scoping review | [Abstract] [Full text] |
97-122 |
| Angélica Monteiro, Ana Cristina Torres and Sara Blanc Clavero | Digital technologies and school gardens: Possibilities for transformative pedagogies and sustainable development | [Abstract] [Full text] |
123-144 |
| Kim O'Grady, Janet Scull and Damien Lyons | Exploring the early writing experiences of young children within the home through autoethnographic reflections | [Abstract] [Full text] |
145-162 |
| Karen Peel, Nick Kelly and Patrick A. Danaher | Australian teachers' causal attributions along a motivational continuum in supporting their resilience | [Abstract] [Full text] |
163-182 |
| Marie Pinďáková, Soňa Kalenda Vávrová and Ilona Kočvarová | Adverse childhood experiences among clients of juvenile detention centres: Research in Czech Republic | [Abstract] [Full text] |
183-202 |
| Kusum Prakash, Ashvin Praneet Chand and Poonam Singh | Supervising lecturers' support for pre-service teacher education students during teaching practice in Fiji | [Abstract] [Full text] |
203-218 |
| Marg Rogers, Khatuna Dolidze, Astrid Mus Rasmussen, Fabio Dovigo and Laura Doan | Impacts of managerial systems on early educators' job satisfaction in five countries | [Abstract] [Full text] |
219-234 |
| Melvin Sarsale, Dennis Alonzo, Mary Annchyr Jumarito, Catherine Garcia, Karen Molina, Cherry Zin Oo, Francis Ann Sy and Prose Ivy Yepes | Parental involvement in assessment: Why, how and where to? | [Abstract] [Full text] |
235-260 |
| Rima Shishakly | Young children's online homeschooling during Covid-19 closure in the United Arab Emirates: Parents' experiences | [Abstract] [Full text] |
261-279 |
| Mia Stubhaug and Armend Tahirsylaj | Students' experiences of Bildung and education: Is it in accordance with Norway's curriculum policy? | [Abstract] [Full text] |
280-296 |
| Amir Toghyani Khorasgani, Jahanbakhsh Rahmani and Narges Keshtiaray | Empowering economic development: Integrating economic-related issues into secondary school curricula | [Abstract] [Full text] |
297-320 |
| Goodness Tshabalala, Mkhumbulo Ndlovu, Solomon Makola and Gawie Schlebusch | Implementing positive discipline in Eswatini primary schools: A qualitative study of principals' experiences | [Abstract] [Full text] |
321-339 |
| Jacob Vargas-Arteaga, Marbel Gravini-Donado, Myriam Ortíz-Padilla and Luz Elena Vargas-Ortiz | Cultural heritage education for high school students in Colombia: A socially appropriate measurement scale | [Abstract] [Full text] |
340-358 |
| Thinley Wangdi and Sonam Dhendup | Exploring Bhutanese English teachers' attitudes toward English as a lingua franca in Bhutan | [Abstract] [Full text] |
359-377 |
| Urooj Yahya, Rahila Huma Anwar and Sajida Zaki | Women leaders in higher education: A systematic review offering insights for nations with wider gender gaps | [Abstract] [Full text] |
378-399 |