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| Number 1 | IIER 21(1) was published on 4 March 2011. | ||
| Clare McBeath | Editorial 21(1) | [HTML] [PDF] |
ii-iii |
| Janet R. M. Cooper, Jean Walker, Rebecca Askew, Jennifer C. Robinson and Mary McNair | Students' perceptions of bullying behaviours by nursing faculty | [HTML] [PDF] |
1-21 |
| Rachael Hains-Wesson | The impact of performance skills on students' attitudes towards the learning experience in higher education | [HTML] [PDF] |
22-41 |
| John Heyworth | Jumping through 'loops': A reflective study on preparing generalist pre-service teachers to teach music | [HTML] [PDF] |
42-64 |
| Deborah J. Kennett, Maureen J. Reed and Dianne Lam | The importance of directly asking students their reasons for attending higher education | [HTML] [PDF] |
65-74 |
| Carmel Maloney and Deslea Konza | A case study of teachers' professional learning: Becoming a community of professional learning or not? | [HTML] [PDF] |
75-87 |
| Timurs Umans | Globalisation in the lecture room? Gender and cultural diversity in work groups | [HTML] [PDF] |
88-103 |
| Karen Watson | Book review: Doing inclusive education research | [HTML] [PDF] |
104-106 |
| Yongxia Zhang | Book review: An academic life: A handbook for new academics | [HTML] [PDF] |
106-108 |
| Number 2 | IIER 21(2) was published on 24 August 2011.
| ||
| Meeri Hellstén | Editorial 21(2) | [HTML] [PDF] |
ii-iii |
| Kate Ferguson-Patrick | Professional development of early career teachers: A pedagogical focus on cooperative learning | [HTML] [PDF] |
109-129 |
| Christine Glass | "There's not much room for anything to go amiss": Narrative and arts-based inquiry in teacher education | [HTML] [PDF] |
130-144 |
| P. Cougar Hall and Joshua H. West | Potential predictors of student teaching performance: Considering emotional intelligence | [HTML] [PDF] |
145-161 |
| Eliana Santana Lisbôa and Clara Pereira Coutinho | Informal learning in social networks: A study of the Orkut social network | [HTML] [PDF] |
162-175 |
| Thomas Putnam and Judith Gill | The Bradley challenge: A sea change for Australian universities? | [HTML] [PDF] |
176-191 |
| Nancy Stockall and Sara Davis | Uncovering pre-service teacher beliefs about young children: A photographic elicitation methodology | [HTML] [PDF] |
192-209 |
| Liudmila Tarabashkina and Petra Lietz | The impact of values and learning approaches on student achievement: Gender and academic discipline influences | [HTML] [PDF] |
210-231 |
| Number 3 | IIER 21(3) was published on 16 December 2011.
| ||
| Eva Dobozy and Meeri Hellstén | Editorial 21(3) | [HTML] [PDF] |
ii-vi |
| Fiona Bryer and Jessica Signorini | Primary pre-service teachers' understanding of students' internalising problems of mental health and wellbeing | [HTML] [PDF] |
233-258 |
| Matthew Etherington | The Pygmalion principle: The practicum expectations and experiences of mature aged student teachers | [HTML] [PDF] |
259-280 |
| Noella M. Mackenzie, Brian Hemmings and Russell Kay | How does teaching experience affect attitudes towards literacy learning in the early years? | [HTML] [PDF] |
281-294 |
| Anne Power | Against short term professional learning | [HTML] [PDF] |
295-309 |
| Trish Weekes, Lorraine Phelan, Sally Macfarlane, Jenny Pinson and Virginia Francis | Supporting successful learning for refugee students: The Classroom Connect project | [HTML] [PDF] |
310-329 |
| Kate Bennett | Book review: Talkin' up and speakin' out: Aboriginal and multicultural voices in early childhood | [HTML] [PDF] |
330-332 |
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/iier21/2011conts.html Created 4 Mar 2011. Last revised 24 Aug 2011.
HTML and PDF: Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]