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| 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, Andrea Roxana Bellot and Anca Daniela Frumuselu | 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 |