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Vol 29, 2019


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 IIER 29(4), 2019

IIER 29(4) was published on 10 October 2019.

Roger Atkinson and Clare McBeath Editorial 29(4): 'The last month' copy editing and formatting [HTML]
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Rahma Esi Andina, Yuli Rahmawati and Setia Budi Improved learning designs for shaping Indonesia's future science teachers applied in a nanoscience project [Abstract]
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Ahmad Asakereh, Nouroddin Yousofi and Hiwa Weisi Critical content analysis of English textbooks used in the Iranian education system: Focusing on ELF features [Abstract]
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Mmamore Rebecca Babedi and Jace Pillay Anxiety in orphaned adolescents in a South African secondary school: Psycho-educational and social factors [Abstract]
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Donna Barwood Does theory matter? Reflection, transformation and agency after receiving a doctoral award [Abstract]
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Lindy P. Baxter and Noel M. Meyers Indigenous (and all) students' school attendance: Investigating data collection methods [Abstract]
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Esmail Zare Behtash, Akram Barabadi and Zahra Eskandari Reading comprehension strategies used by Iranian university students while reading academic English texts [Abstract]
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Nadezhda Chubko, Julia E. Morris, David H. McKinnon, Eileen V. Slater and Geoffrey W. Lummis Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy [Abstract]
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Carmela De Maio, Kathryn Dixon and Shelley Yeo Academic staff responses to student plagiarism in universities: A literature review from 1990 to 2019 [Abstract]
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Petros Woldu Fessehation and Peng Pai Social justice and equity in Eritrean schools: Lessons from school principals' experiences [Abstract]
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Karen Guo and Yuehong Zhong Children's learning in Japan and China: A comparative study of preschool parents' perspective [Abstract]
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Sally Baricaua Gutierez Learning from teaching: Teacher sense-making on their research and school-based professional development [Abstract]
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Zeina Hojeij, Anna Marie Dillon, Ian Grey and Alecia Perkins Selecting high quality dual language texts for young children in multicultural contexts: A UAE case [Abstract]
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Bui Phu Hung Impacts of cooperative learning: A qualitative study with EFL students and teachers in Vietnamese colleges [Abstract]
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Saadet Korucu-Kis and Yusuf Demir A review of graduate research on reflective practices in English language teacher education: Implications [Abstract]
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Visvaldas Legkauskas and Šarūnė Magelinskaitė-Legkauskienė Importance of social competence at the start of elementary school for adjustment indicators a year later [Abstract]
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Denchai Prabjandee Becoming English teachers in Thailand: Student teacher identity development during teaching practicum [Abstract]
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Masoud Rahimi, Nouroddin Yousofi and Shahab Moradkhani Research practice and professional development for university teaching of English: A qualitative study [Abstract]
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Tayebeh Sohrabi Physical education games and social skills: An investigation with Iranian primary school girls [Abstract]
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Dang H. Tri and Christo Moskovsky English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective [Abstract]
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Walter Walker-Janzen, Mauricio Véliz-Campos and Leonardo Veliz Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry [Abstract]
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IIER is published by the Institutes for Educational Research in NSW, SA and WA. ISSN 1837-6290 (Online)
Web page editors Roger Atkinson [rjatkinson@bigpond.com] and Clare McBeath [c.mcbeath@bigpond.com]
Last revision: 10 Oct 2019. This URL: http://www.iier.org.au/iier.html