IAFOR Journal of Education
Editor: Dr Bernard Montoneri
Contact: firstname.lastname@example.org / ResearchGate
The IAFOR Journal of Education is an internationally reviewed and editorially independent interdisciplinary journal associated with IAFOR’s international conferences on Education. Like all IAFOR publications, it is freely available to read online, and is free of publication fees for authors. The first issue was published in May 2013, and the journal continues to publish bi-annually.
The journal Editor and Co-Editor welcome submissions within the field of Education from teachers, scholars and education professionals. Full papers submitted to the related IAFOR conference proceedings research repositories will also be considered, providing that they meet the journal submission guidelines. Authors will be contacted if their paper is selected for review. All papers are reviewed equally according to standard peer review processes, regardless of whether or not the authors have attended an IAFOR conference on Education.
Forthcoming publication dates: March 1, 2017 and September 1, 2017
Author Guidelines | Submission Form | Journal Information & Publication Ethics | APA Referencing Style Guide
Aims & Scope
The IAFOR Journal of Education publishes original, peer-reviewed research articles on all aspects of education. Original research articles submitted by academic researchers, theorists, practising teachers, policy-makers and educational administrators are welcome. The journal may publish special issues, depending on the number of submissions related to one particular topic. In September 2015, for example, the journal published a special issue on Technologies and Education.
Call for Submissions: Special Issue on “Technology in the Classroom”
The IAFOR Journal of Education is calling for submissions for a special issue on “Technology in the Classroom”, to be published in 2017.
• Dr Bernard Montoneri, Tamkang University, Taiwan
• Dr Lucy K. Spence, University of South Carolina, USA
Submission deadline: May 1, 2017
The aim of this special issue is to discuss the use of technologies in the classroom and address the challenges of using emerging technologies in the classroom. It notably includes the use of social media, online platforms, MOOCs or flipped classroom, but also holographic technologies, RFID and digital instructional materials.
While some technologies are useful, others such as fingerprinting, facial recognition, iris patterns and RFID might cause privacy concerns. However, in terms of education, some schools are currently only using fingerprinting to prevent truancy and for borrowing books from their school library.
How to Submit
We encourage you to send your manuscript (as a Word file), along with the Special Issue submission form, to email@example.com, cc-ing firstname.lastname@example.org. Please read the information on the journal homepage and follow the journal’s Author Guidelines before submitting your paper.
We look forward to receiving your submissions. If you have any questions, please don’t hesitate to contact the journal editors or the IAFOR Publications Team.
Editor: Dr Bernard Montoneri
Dr Bernard Montoneri
Tamkang University, Taiwan
Bernard Montoneri is the co-founder of the Journal of Education. He earned his PhD (African, Arab, and Asian Words; History, Languages, Literature) and his BA in Chinese from the University of Provence, Aix-Marseille I, France. He taught Literature (European, Children, American, and British) and languages (French, English, and Italian) at Providence University for 16 years. He is currently an Associate Professor at Tamkang University, French Department, Taiwan. Bernard has around 40 publications, including journal papers (including SSCI, SCI, and THCI), conference papers, and books and has obtained many teaching and research projects. His research interests include French literature, children literature, English writing, automated scoring systems, teaching and learning evaluation, data envelopment analysis, networking, and teaching methods. He is a reviewer for top academic journals such as Review of Educational Research (ranked #1 in Education), American Educational Research Journal, Teaching and Teacher Education, and European journal of Operational Research.
Co-Editor: Dr Lucy K. Spence
Dr Lucy K Spence
University of South Carolina, United States of America
Lucy K Spence received her PhD in Curriculum & Instruction from Arizona State University, United States of America in 2006 and her BS in teaching from Grand Canyon University in 1989. She has taught multilingual students since 1989. She is currently an associate professor in the College of Education at the University of South Carolina, United States of America. Her current research interests are teacher perceptions of multilingual student writing, writing instruction in Japan, and Spanish language instruction in the USA. In 2013, she was invited to Kansai University in Osaka, Japan as a visiting researcher, then returned for a sabbatical research project in 2015. Her book on student writing was published in 2014. She has published articles in national and international journals and reviews books and articles for top journals related to her interest area, such as Teacher’s College Record, Language Arts, and English Education.
Associate Editor: Dr Cassandra Atherton
Dr Cassandra Atherton
Alfred Deakin Research Institute
Cassandra Atherton is an award winning writer, critic and senior lecturer at the Alfred Deakin Research Institute. She has a Harvard Visiting Scholar’s position from August 2015 – September 2016 to work on a project concerning public intellectuals in academe. A Visiting Fellow at Sophia University, Tokyo in 2014 and an affiliate of the Monash Japanese Studies Centre in 2015, Cassandra is currently working on a book analysing Miyazaki Hayao’s anime. Cassandra has published 8 books and was invited to be on the judging panel of the Victorian Premier’s Literary Awards, Prize for Poetry in 2015.
Associate Editor: Vasileios Paliktzoglou
University of Eastern Finland, Finland
Bahrain Polytechnic, Bahrain
Vasileios Paliktzoglou has several years of experience in universities such as the University of Pisa, the Aegean University, Robert Gordon University, Mediterranean University College and the University of Wales having an active role as: Researcher, Tutor, Supervisor, Lecturer and Programme Manager. He is active in research with papers presented at international conferences, and published at academic journals. His research interests are in the fields of social media, web 2.0, communities of practices, e-learning in which he is actively involved in several international research projects. He is currently a doctoral researcher at the University of Eastern Finland and faculty member at Bahrain Polytechnic.
Members of the Editorial Board
Members of the Editorial Board provide input on editorial needs and review manuscripts. They may also offer feedback on past issues and discuss future directions for the journal.
Dr Santosh Kumar Behera, Sidho-Kanho-Birsha University, India
Dr Santosh Kumar Behera is an Assistant Professor in the Department of Education, Sidho-Kanho-Birsha University, India. After completion of a Graduate Degree from Fakir Mohan University, Orissa, he was admitted to the MA in Education program at Vinaya Bhavana, Visva Bharati and then did his PhD entitled “An Investigation into the Attitude of SC and ST Children of Southern Orissa towards Education” at Vinaya Bhavana. He has also published several research papers and articles in various journals and edited volumes of national and international repute across the country. He is the Editor-in-Chief, EDUQUEST, An International Refereed Journal in Education (ISSN: 2277-3614), International Journal of Academic Research in Education and Review (ISSN: 2360-7866) and Academic Research Journal of History and Culture (ARJHC).
Dr Yilin Chen, Providence University, Taiwan
Yilin Chen (PhD in Drama and Theatre, Royal Holloway, University of London) is an Associate Professor at the Department of English Language, Literature and Linguistics, Providence University in Taiwan. She studies Shakespeare and theatre history from 1600 to the present. She has published in several drama and theatre journals. Her most recent publication is “Staging Sexuality in an All-male Adaptation of Romeo and Juliet” in Studies in Theatre and Performance (Routledge 2014), which investigates the audience’s receptions and diverse erotic tensions generated in the contemporary cross-gender Taiwanese Shakespearean production. Her current research interests are the global dissemination of Japanese manga Shakespeare and the representation of gender and sexuality in manga adaptations of Shakespeare. She is also funded by the Ministry of Education to undertake a MOOCs (Massive Online Open Courses) project on the subject of Global/Local Shakespeare in 2014.
Dr Ivy Chia, SIM University, Singapore
Dr Ivy Chia is the Head of Programme (Education) at the School of Human Development and Social Sciences, SIM University. She earned her PhD (Education) from the University of Cambridge and her MA (Educational Management and Administration) from University College London, Institute of Education. Prior to joining SIM University, she headed the Standards and Research Branch at the Academy of Singapore Teachers, Ministry of Education. She is also a trained quality assurance assessor and had undertaken assessment of private institutions delivering higher education degree programmes. Her research interests include teaching and learning within the higher education sector, e-learning and the use of analytics for improving teaching, curriculum and instruction, work-based learning and quality assurance. She is currently Editor-in-Chief of SIM University’s in-house scholarship of teaching and learning journal. She is also working on an international collaborative project to develop a framework for supporting the scholarship of teaching and learning.
Dr Shiao-Wei Chu, University of Idaho, United States of America
Shiao-Wei is originally from Taichung, Taiwan. She received her doctoral degree (PhD) with an emphasis in professional development for ESL and EFL instructors from College of Education at the University of Idaho in Fall of 2013. She holds her master’s degree in TESOL from Chaoyang University of Technology in Taichung, Taiwan. Her research focuses are English as a second and foreign language teaching and professional development for English language teachers in both face-to-face and web-based environments. Shiao-Wei was funded by the Ministry of Education in Taiwan to conduct a three-week face-to-face professional development project with Taiwanese English teachers in the summer of 2012. She is currently working on a research project regarding L2 writing and feedback and which requires a tight conceptual framework and practical knowledge of research.
Prof. Dr Raymond Q Datuon, Polytechnic University of the Philippines, Philippines
Prof. Dr Raymond Q Datuon completed Bachelor in Secondary Education, majoring in history (2002), at the Philippine Normal University, a Masters in Educational Management (2010) in Polytechnic University of the Philippines-Open University Systems and a Doctorate in Educational Management (2013) in Polytechnic University of the Philippines.
He served as Executive Officer and volunteer campus minister of Marian Youth Movement in the Archdiocese of Manila. Appointed as Chief Justice in the Student Government of the Philippine Normal University in 2001-2002. Full-time Faculty in St. Mary’s Academy of Caloocan City from 2003-2005 and presently the School of Education Dean, concurrently the Officer In-charge of the Student Life Office, Head of Faculty and Staff Development Office and Senior High School Program in Chiang Kai Shek College (Manila, Philippines) and Part-Time Lecturer in Far Eastern University-Institute of Technology (Manila, Philippines). He was also appointed as Head of Research, Publication, and Faculty Development Office in Chiang Kai Shek College from October 2013 – June 2014. Currently, he is looking forward for opportunities in pursuing postdoctoral studies.
Dr Datuon is a Licensed Secondary Teacher, President of the PUP-Doctor in Educational Management Society, member of the Board of Incorporators and PRO-External (2012-2015); Vice-President for Internal Affairs (2015-present) of Kalipunan ng mga Guro ng Araling Panlipunan, Assistant Treasurer of University of Santo Tomas-Santisimo Rosario Parish, Senior Paper Reviewer in the American Journal of Educational Research. Consistent recipient of Teaching Excellence Award in Far Eastern University-Institute of Technology since 2011 and he has been an Outstanding Teacher since 2010 in Chiang Kai Shek College. Recognised and awarded by the City Government of Manila as one of the 12 Outstanding Private School Educators in 2014.
Dr Heloísa Orsi Koch Delgado, Pontifical University of Rio Grande do Sul, Brazil
Heloísa Orsi Koch Delgado is an English language educator and a translator of scientific literature. She is an Adjunct Professor at the Department of Foreign Languages, which she has been coordinating for five years. She teaches the discipline Translation Practice of Specialised Languages in the specialisation program at PUCRS. She holds a BA in Translation (PUCRS) and postgraduate qualifications in Tertiary Education (PUCRS) and Terminology (University Pompeu Fabra, Spain). She holds a Master degree in Education (PUCRS) and a PhD in Language Studies (Federal University of Rio Grande do Sul/UFRGS). She is a research member in GELCORPSUL (Corpus Linguistics Study Group) and GPEOCS (Olympic Studies and Health Sciences Research Group), contributing mainly in the areas of terminology and translation. She is the coordinator of DicTrans Project (Pedagogical Multilingual Online Dictionary about the Bipolar Disorder), partially supported by CNPq, PUCRS and University of Turin (UNITO), Italy. She also coordinates the QualivItaBras (Multilingual Online Dictionary about the life quality of workers from the energetic field), a project in partnership with UNITO and University of Sorbonne, France. She has published articles in various national and international peer-reviewed journals in the areas of Education, Language Teaching, Terminology and Translation. She has been a member of the Editorial team of HOW – a Colombian Journal for Teachers of English – for ten years and an invited ad hoc reviewer for national and international journals of language teaching and related areas. Her major fields of interest are medical and legal terminologies, translation pedagogy and multicultural/multidisciplinary education.
Dr Luisa Daniele, ISFOL – ANPAL National Agency for Active Labour Market Policies, Italy
Luisa Daniele has worked at ISFOL – the Italian Institute for the Development of Vocational Training of Workers (institution supervised by the Ministry of Labour) since 1998. She specialises in Adult Learning and has collaborated or coordinated many research efforts on this issue, relating to the Italian system of Adult Learning, as well as in comparison with other European Countries. She holds a Master’s Degree in Political Sciences from the Sapienza University of Rome and a PhD in “Adult Learning – Evaluation of Vocational Education and Training Systems” from Roma Tre University and Paris X – Nanterre University (co-tutorship), with a thesis on “Lifelong learning and University. Individuation and validation of prior learning in France and in Italy” (2010). She is a reviewer for the SIRD Italian Journal of Educational Research, a member of the Scientific Committee of BioSelfLab LTD Training Center and Biographical Project for Employability, and a founding member of the Centre for Research and Services on skills of the Department of Studies on Educational Cultural and Intercultural Processes in Contemporary Society, Roma Tre University.
Dr Alaster Scott Douglas, University of Roehampton, United Kingdom
Dr Alaster Scott Douglas is Assistant Director of Education and a Reader in Education and Professional Practice. He worked as a teacher and senior manager in four high schools and led an Expressive Arts faculty before becoming a deputy head teacher in two schools. Having completed an MA in Education (Publishing), and an MSc in Educational Research Methodology, Dr Douglas earned a PhD in teacher education from the University of Oxford. He is a fellow of the Higher Education Academy in the United Kingdom and holds a Teaching Fellowship. He is also Director of the research group Teaching and Learning in Schools at the University of Roehampton, an associate member of the Oxford Centre for Sociocultural and Activity Theory Research at the University of Oxford. His research interests include cultural-historical activity theory and developmental work research in general. Current research is focused on universities and schools in the preparation of teachers. Dr Douglas has been the recipient of funded research projects on the differentiated teaching practices in UK and USA classrooms, the relationship between teaching, learning and research and the education and learning of pre-service teachers
Dr Leda Kamenopoulou, University of Roehampton, United Kingdom
Dr Kamenopoulou is a Senior Lecturer in Special and Inclusive Education at the University of Roehampton and a Fellow of the Higher Education Academy. Leda initially trained as a teacher of classics at the University of Athens in Greece. After completing a Master’s degree in Special Educational Needs from the Graduate School of Education at the University of Bristol, she obtained a PhD in SEN and inclusion from the Institute of Education, University of London. Her doctoral thesis focused on the social outcomes of mainstream inclusive education for young people with a dual sensory impairment. Leda has worked as a research associate, research fellow, research advisor and visiting lecturer at the University of London and other United Kingdom-based academic Institutions. Her research expertise is in systematic literature reviews, qualitative, mixed methods and evaluation research designs, participatory research with children and young people, and sensory/multi-sensory and emotional needs.
Eddy Li, University of Cambridge, United Kingdom
Eddy Li received his initial teaching training from Hong Kong and Cambridge. Before rejoining The Chinese University of Hong Kong in 2012 as a Lecturer in its English Language Teaching Unit, he had worked in secondary schools as a teacher of English and English Literature. Since 2007, Eddy has served as an Examiner in various public examinations administered by the Hong Kong Examination and Assessment Authority. In 2014, he was appointed by the Hong Kong Education Bureau as a professional member of a territory-wide review panel. His research interests include inclusive pedagogy in Confucian-heritage Culture, eLearning strategies, professional craft knowledge, and second language teacher education. He is particularly interested in constructing/deconstructing the cultural model of inclusion, and exploring how quality education for all could be fostered in Chinese communities.
Jillian Marchant, James Cook University, Australia
Jillian Marchant holds a Master’s Degree in Public Administration with a major in Policy and is presently a PhD Candidate with the School of Education at James Cook University in Australia. She is a published author of several articles that seek to appreciate the unfolding association between increasingly accessible formal adult learning and social development in remote and sparsely populated areas. As a resident of a community that is relatively isolated and has a low population density, Jillian remains committed to exploring the ways in which adult tertiary education may be facilitated to assistant the inhabitants of these fragile areas. She is an invited ad hoc reviewer for Australian education conferences as well as recently contributing as an associate editor at Common Ground Publishing. Her research interests include the impact of adult education on the life chances of individuals and other practices that interrupt social and political stratification.
Dr Dave E Marcial, College of Computer Studies, Dumaguete City, Philippines
Dr Marcial holds various positions in many professional organizations in the Philippines. He is the founder of the Society for ICT in Teacher Education (ICT4TEd) in the Philippines. He is the founding president of the ICT Association of Dumaguete & Negros Oriental (ICT-Dgte), Philippines. Formerly, he is President of the Philippine Society of IT Educators (PSITE) and Board Secretary of the Computing Society of the Philippines (CSP). He is currently Board of Trustee of the Philippine e-Learning Society (PeLS). He is also member of the Technical Committee for Information Technology of the Philippine Commission on Higher Education. His research interest lies in e-learning, local knowledge computing, and information systems where he has been the recipient of some local, national and international research grants. Dr Marcial is the dean of the College of Computer Studies, Dumaguete City, Philippines.
Dr Yvonne Masters, University of New England, Australia
Dr Yvonne Masters is currently a Senior Lecturer in Professional Classroom Practice in the School of Education, UNE, a position that she accepted after five years as Director of Professional Experience in the same School. Prior to taking up her position at UNE Yvonne had 30 years’ experience in secondary schools including in the roles of Curriculum Coordinator, Deputy Principal and Principal; roles that developed her skills in leadership, project management, curriculum and assessment. Her teaching experience spans three Australian states. Yvonne’s research interests centre on teacher education, professional experience and virtual worlds, with a particular focus on distance education students. Yvonne was awarded her PhD in October 2010 and in the last three years she has gained, in collaboration with other researchers, four Internal School of Education Research grants, been a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers, and in 2014 achieved a UNE Seed Grant for a one-year project to explore teacher quality. Her most current project, a 2015 OLT project examines the readiness of pre-service teachers for virtual teaching experiences.
Dr Richard Mather, Buckinghamshire New University, United Kingdom
Richard Mather is a Course Leader in the Department of Computing where he teaches software engineering and co-leads research in Technology Enhanced Learning (TEL). He holds postgraduate qualifications in software engineering (MSc, Oxford) and in environmental sciences (DPhil, Oxford; MSc, UCNW). His pedagogic research and PhD supervision include adaptive assessment practices, technologies and collaborative behaviours for learning computer science subjects. For the past twenty years he has also provided services to education, governments and industry concerning the development and use of Geographical Information Systems (GIS) and Remote Sensing for environmental management. In 2010 he was awarded The Institution of Analysts and Programmers Prize for Software Engineering after developing a system to automate vegetation mapping from aerial imagery. His geospatial project outputs provide a rich source of case studies for undergraduate and postgraduate teaching.
Prof. Dr Catalino N Mendoza, University of Batangas, Philippines
Dr Catalino N. Mendoza is an academic consultant, module designer and developer, writer, professor/lecturer, research editor and thesis and dissertation consultant. He has to his credit almost two doctorate degrees – Doctor of Management Science, Doctor of Philosophy in Human Resource Management and a candidate for Doctor of Business Administration.
Dr Mendoza as an HR, Management, and Effective Communication consultant (both in government and private companies) was formerly the Coordinator, Head, and College Dean of CBA, MBA, MBBA, MBBHRM, PhD, and PhDBM in various colleges and universities in the Philippines and visiting professor/lecturer both in the graduate and undergraduate schools. He also served as resource speaker, panel discussant and participants in various seminars in the graduate and undergraduate programmes and in the government and private agencies/companies both local and international.
He is also an awardee in the 2009 International Business and Economics Research and International Teaching and Learning Research Conferences held in Las Vegas, Nevada, United States, October 5-7, 2009 and published books entitled Human Resource Management Practices in the Philippines and Phenomenological Study on the Philippine Women at Forty in Germany by Lambert Academic Publishing Company on August 2012 and August 2013, respectively.
He is now working as the Director for Publications, Research, Linkages and Liaison and professor in the graduate school, college of business and accountancy, college of engineering and college of tourism and hospitality management and college of education in the University of Batangas, Philippines.
Dr Massoud Moslehpour, Asia University, Taiwan
Dr Moslehpour is assistant professor of Business Administration and Foreign Languages. Doctorate of Philosophy, University of Missouri-Columbia, Missouri, December 1995 Industrial Technology (Support Areas: Higher and Adult Education; Curriculum Development; Spanish). His major areas of interest are: Marketing, Management, Culture and Foreign Languages. During the past ten years he has written several textbooks related to: Internet English, Culture through Movies and Presentation Skills. He has also published several journal articles in various international peer-reviewed journals in the areas of: Purchase Intention, Customer Satisfaction, Customer Loyalty, and Freshman English and Internet Addiction.
Dr Alice Schmidt Hanbidge, Renison University College, University of Waterloo, Canada
Dr Alice Schmidt Hanbidge, Assistant Professor in the Bachelor and Masters degree programs in the School of Social Work at Renison University College, University of Waterloo, Ontario, Canada, combines the applied practices of community mental health within an academic setting to effectively contribute to the advancement of knowledge, research and program delivery. Key research areas of interest include advancing technology in the teaching of social work, community mental health children’s programming and evaluation, evidence-based group work methodology, and furthering field education in social work. Alice’s 20-year extensive social work practice experience includes a specialisation in community mental health that contributes to her clinical, teaching and research social work interests.
Dr Ilana Ronen, Tel Aviv University, Israel
Dr Ilana Ronen earned her PhD in Science Education from Tel Aviv University. Following five years of biochemistry research focusing on bile acid synthesis and recovery of hepatic clearance in the rat liver, she began her educational career. She headed the excellent program and the Science specialisation at Kibbutzim College of Education, Technology and Arts. She established communities of learners as part of service learning and led changes in the practice of pre-service students in line with the PDS model. As a member of the science faculty, she is teaching physics and chemistry courses and supervising M.Ed students who conduct research in environmental education. Her research interests include alternative conceptions in science education; emergent knowledge in communities of learners; improving science education via professional development schools access; community service learning; collaborative learning; and ICT implementation in education.
Dr Raimond Selke, School of Foreign Studies, Osaka University, Japan
Dr Raimond Selke holds a PhD in Art History from the University of Regensburg (Bavaria, Germany), specialising in 19th-century Victorian Painting and Art of the Weimar Republic. He is currently Associate Professor at Osaka University, Graduate School of Language and Culture. He teaches undergraduate and post graduate students in German language and in special seminars on Ethics in Business and Intercultural Competence and Communication plus German Art History. He has been researching and teaching overseas for many years, including at the University of Warwick, United Kingdom, The Cleveland Museum of Art, United States of America, East China University of Science, Technology, China, and Universiti Putra Malaysia, Malaysia. His research interests are in Teaching German and Fine Arts and Business Studies. He publishes widely in academic journals and professional magazines.
Dr Andrzej Sokolowski, Texas A&M University (Integrated Math & Science Department), United States of America
Dr Andrzej Sokolowski earned his PhD (Curriculum and Instruction, emphasis in Mathematics Education) from Texas A&M University and MS (Physics, emphasis in Didactics of Physics) from Gdansk University. His interests include research in mathematical modelling, in particular, its effects on students’ learning of mathematics. He is an author of several articles and book chapters. While in the PhD program, he has published 18 journal articles, four book chapters, four conference proceeding papers, and had 16 conference presentations at the state and national levels. He is also a reviewer for journals such as Review of Educational Research, International Journal of STEM Education, and Journal of Research in Mathematics, Science, and Technology Education. Dr Sokolowski currently teaches Integrated Math and Science course for pre-service teachers at Texas A&M University.
Dr Anna Toom, Touro College, United States of America
Dr Anna Toom is Associate Professor of Psychology and Education at Touro College Graduate School of Education, United States of America. She earned a M.S. in Computer Science from Moscow Institute of Radio Engineering, Electronics and Automation in 1972 and a MS in Psychology from Moscow State University, Russia, in 1978. In 1991, she attained her PhD in Psychology from Moscow State University of Management, Russia. After graduation, for 12 years, she worked as a university researcher and taught psychology from time to time. In the USA, teaching became her permanent activity. She is a pioneer of distance education in New York City. She has been designing, developing and instructing various online psychology courses for 17 years. A few years ago Anna left the traditional classroom to devote her teaching and research to online education. Now, she teaches Child Development and Learning in Cultural Context and History of Education Internet-based courses. Her primary scientific interest concerns learning in the virtual environment. She studies online students’ adjustment, motivation, cognitive activity, and communication in the virtual classroom.
Dr Daniel Velasco, The Chicago School of Professional Psychology, United States of America
Dr Daniel Velasco earned his BA in both English and French from UCLA, and his MEd from National University. He spent the first part of his career in the field of international/cross-cultural education as an instructor, administrator, student counseLlor, and academic director at a variety of post-secondary institutions. His role as an international student counseLlor prompted him to diversify his education, and he soon earned an MA in psychology from Antioch University, and started a private practice specialising in positive psychology. He continued on to The Chicago School of Professional Psychology, where he earned a PhD in International Psychology. Dr Velasco currently resides in Japan, where he is a mental health counsellor, associate professor, researcher, and public speaker. He regularly lectures on intercultural communication, teaching strategies, positive psychology, and counseLling strategies with a focus on adaptation and acculturation. He is an active member of the Japanese Psychological Association (JPA), the American Psychological Association (APA), the International Council of Psychologists (ICP), the International Mental Health Professionals Japan (IMHPJ), the Japan Association for Language Teaching (JALT), and Teachers of English to Speakers of Other Languages (TESOL).
Dr Tony Yeigh, Southern Cross University, Australia
Dr Yeigh is a Lecturer in the School of Education at Southern Cross University (SCU), Australia, where he teaches in the areas of educational psychology and classroom management. Dr Yeigh has also had extensive consultancies relating to the Australian Government Quality Teacher Programme (AGQTP), working with classroom teachers at both the primary and secondary levels of professional development. His research interests are in the areas of working memory (WM) and classroom instructional design, and in this respect his PhD thesis examined the relationship between cognitive load and cognitive inhibition, an executive function of the WM system. Dr Yeigh is a research associate with the Centre for Children and Young People (SCU), as well as a member of the Association for Mindfulness in Education (AME) and of the Teacher Education Research Group (SCU). He is also leader of the School of Education Learning Sciences Research Group, which focuses on the cognitive-psychological, social-psychological and cultural-psychological foundations of human learning. Based on these research affiliations Dr Yeigh has published widely in high quality education research journals and texts, and is currently pursuing research in the areas of pre-service teacher training, educational mindfulness and social-emotional wellbeing.
Dr Yoshihiko Yamamoto, Shizuoka University, Japan
Dr Yoshihiko Yamamoto is currently teaching English at Shizuoka University and has lived in both Australia and New Zealand for more than 10 years. He holds a PhD (Education), University of Canberra, MA in TESOL, University of Canberra, BA in Education & in Linguistics, Victoria University of Wellington. His research areas are Discourse Analysis (gender talk), Sociolinguistics (gender stereotypes) and Applied Linguistics (in general).
Dr Alyson Miller, Deakin University, Australia
Alyson Miller is a writer, critic and scholar from Geelong, Australia. Her research focuses on scandalous literature, and the representation of freaks in literary and popular texts, as well as gender, feminism, postmodernism, and dystopian Young Adult fiction. Alyson’s work has been published extensively in national and international journals, alongside two books: a literary monograph, titled Haunted by Words: Scandalous Texts, and a collection of prose poems, Dream Animals. A 2015-17 Victorian Arts Council grant is funding her most current project, a graphic novel/prose poem collection examining a post-atomic Alice’s Adventures in Wonderland in collaboration with Cassandra Atherton and Phil Day. She currently teaches literary studies, and professional and creative writing at Deakin University.
Suja R Nair, Jain University, India
Suja R Nair holds BA (Hons), MBA degrees, and is in the last phase of completion of PhD in Retail Marketing from Jain University, Bengaluru, India. Currently, she is a Strategic Marketing Consultant at Educe Micro Research, Bengaluru. Her working experience spanning over two decades includes about 18 years with the industry and 4 years in active academics. She has been a prolific writer since 1999 having written many text-books in the areas of Marketing Research, Consumer Behavior, Retail Management and Organizational Behavior published by Himalaya Publishing House, Mumbai, India. Her chapter contributions have been published by well acclaimed international publishers such IGI Global and Palgrave Macmillan. Reviewer for international journals and books, she has papers published in referred Indian Journals and top International Journal, Inderscience Publishers to her credit. Her major fields of interest include Ethics, Education management, Retail marketing and Consumer Behaviour.
Reviewers evaluate articles in their specialist areas, and provide an opinion that is weighed against the opinion of one or more additional reviewers.
Toya N Bhatta, Tribhuwan University, Nepal
Toya N Bhatta obtained his MPhil in Educational Leadership from Kathmandu University, Nepal (thesis defended on April, 2015). He received his first degree, MA in English in 2000 and MA in Linguistics in 2005, from Tribhuwan University, Nepal. He worked as a research assistant from 2007 to 2009 in DOBES Documentation of Endangered Languages programme funded by the Volkswagen Foundation, Germany. As a researcher he was involved in Language Documentation Projects and contributed to preserve the endangered languages of Nepal, as well as carrying out educational research. As a qualitative researcher, his main interest of research lies in phenomenological study. He has attended several international conferences and his articles have been published in national and international journals. Since 2005 he has been teaching Linguistics at Tribhuwan University, Nepal.
Huanshu Yuan, University of Washington, USA
Huanshu Yuan holds a Master of Education degree with distinction in Bilingual and Multicultural Education and is currently a PhD Candidate with a major in Multicultural Education at College of Education, University of Washington in the USA. She is a frequent presenter at national and international education conferences. Her teaching and research interests are multicultural and social justice education, culturally responsive teaching, curriculum development and reform, ethnic studies, and teacher education. Huanshu’s current research concentrates on creating multicultural learning environments for students from diverse backgrounds, as well as preparing culturally responsive teachers for future students.
Sonal Mobar Roy, National Institute of Rural Development and PR, India
Dr Sonal Mobar Roy is an Assistant Professor at the Center for PG Studies and Distance Education at the National Institute of Rural Development and PR, India. She has worked as a Consultant at the Center for Equity and Social Development at the same institute and carried out monitoring and evaluation of sponsored government projects on the right to education and education for all. She worked as a Research Scientist at the Center for Exact Humanities at the International Institute of Information Technology, Hyderabad, before joining NIRDPR. Dr Roy has an MA in Social Anthropology, along with an advanced level diploma in Computer Applications. She earned her PhD in Sociology from the Department of Humanities and Social Sciences, Indian Institute of Technology Kanpur, one of the premier institutes in India. Her doctoral study focused on stigma related to TB and HIV in the Ladakh region of India, and the fieldwork was sponsored by Parkes Foundation, UK. Her research interests include Sociology of Education and Health, Culture Studies, Rural Development, Ethnography and Crowdsourcing. She has been involved in teaching, research and training at her institute and is currently working on compiling a compendium of best practices in rural development in India. She has national and international publications to her name and strives to bridge the gap between theory and practice through her writings and research.
IAFOR Journal of Education: Volume – 4 – Issue 2 – Summer 2016
Published: September 2016
Editor: Bernard Montoneri, Tamkang University, Taiwan
IAFOR Journal of Education: Volume – 4 – Issue 1 – Spring 2016
Published: March 2016
Editor: Bernard Montoneri, Tamkang University, Taiwan
IAFOR Journal of Education – Volume 3 Issue 2 – Summer 2015
Published: September 2015
Editor: Bernard Montoneri, Tamkang University, Taiwan
IAFOR Journal of Education – Technologies & Education Special Edition – Summer 2015
Published: September 2015
Editor: Bernard Montoneri, Tamkang University, Taiwan
The IAFOR Journal of Education: Volume 3 – Issue 1 – Winter 2015
Published: February 2015
Editor: Bernard Montoneri, Providence University, Taiwan
The IAFOR Journal of Education: Volume 2 – Issue 2 – Summer 2014
Published: August 2014
Editor: Bernard Montoneri, Providence University, Taiwan
The IAFOR Journal of Education: Volume 2 – Issue 1 – Winter 2014
Published: February 2014
Editor: Bernard Montoneri, Providence University, Taiwan