Journal Category: IAFOR Journal of Education

L

Learner-Generated Digital Media (LGDM) as an Assessment Tool in Tertiary Science Education: A Review of Literature

Authors: Jorge Reyna, University of Technology, Sydney, Australia Peter Meier, University of Technology, Sydney, Australia Email: jorge.reyna@uts.edu.au Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.06 Citation: Reyna, J., & Meier, P. (2018). Learner-Generated Digital Media (LGDM) as an Assessment Tool in Tertiary Science Education: A Review of Literature. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.06 Abstract Learner-Generated Digital Media

T

The Effects of Using Representations in Elementary Mathematics: Meta-Analysis of Research

Author: Andrzej Sokolowski, Lone Star College, Houston, USA Email: Andrzej.Sokolowski@lonestar.edu Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.08 Citation: Sokolowski, A. (2018). The Effects of Using Representations in Elementary Mathematics: Meta-Analysis of Research. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.08 Abstract The current study provides a meta-analysis of global research on using representations to support the learning of mathematics

T

Towards a Cross-Cultural Conceptual Framework for Researching Social and Emotional Education

Author: Edurne Scott Loinaz, HAHA Academy, London Email: edurne@haha.academy Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.07 Citation: Scott Loinaz, E. (2018). Towards a Cross-Cultural Conceptual Framework for Researching Social and Emotional Education. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.07 Abstract The central aim of this study was to investigate how different countries practice social and emotional education (SEE)

T

Teaching Them before We Teach: The Effectiveness of Conducting Classroom Experiments before Teaching the Underlying Theory

Authors: Raymond Li, Hong Kong Polytechnic University, Hong Kong Tina Wong, Hong Kong Polytechnic University, Hong Kong Email: ray.li@polyu.edu.hk Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.05 Citation: Li, R., & Wong, T. (2018). Teaching Them before We Teach: The Effectiveness of Conducting Classroom Experiments before Teaching the Underlying Theory. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.05 Abstract This

R

Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives

Author: Tirtha Goradia, Endeavour College of Natural Health, Australia Email: tirtha.goradia@endeavour.edu.au Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.03 Citation: Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.03 Abstract With the rapid development in information technology and the need to acquire 21st century

A

Artificial Intelligence and the Student Experience: An Institutional Perspective

Authors: Kriti Khare, University of Alberta, Canada Brian Stewart, University of Eastern Finland, Finland Anshuman Khare, Athabasca University, Canada Email: Anshuman.khare@fb.athabascau.ca Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.04 Citation: Khare, R., Stewart, B., & Khare, A. (2018). Artificial Intelligence and the Student Experience: An Institutional Perspective. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.04 Abstract The paper outlines the

W

Work-Related Factors as Determinants of Self-efficacy and Resilience among Selected Filipino Child Development Workers

Authors: Katherine del Rosario, University of the Philippines Los Baños, Philippines Nephtaly Joel Botor, University of the Philippines Los Baños, Philippines Jewely Jean Padilla, University of the Philippines Los Baños, Philippines Aida Escobin, University of the Philippines Los Baños, Philippines Daisy Pelegrina, University of the Philippines Los Baños, Philippines Email: kedelrosario@up.edu.ph Published: December 1, 2018

M

Mentoring Experiences, Issues, and Concerns in the Student-Teaching Program: Towards a Proposed Mentoring Program in Teacher Education

Authors: Susan Galamay-Cachola, Saint Mary’s University, Philippines Ma. Cristeta M. Aduca, Saint Mary’s University, Philippines Federicia C. Calauagan, Saint Mary’s University, Philippines Email: susangcachola@gmail.com Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.01 Citation: Galamay-Cachola, S., Aduca, Ma. C. M., & Calauagan, F. C. (2018). Mentoring Experiences, Issues, and Concerns in the Student-Teaching Program: Towards a Proposed Mentoring Program

I

IAFOR Journal of Education: Volume 6 – Issue 3

IAFOR Journal of Education: Volume 6 – Issue 3 – Winter 2018 Editor: Yvonne Masters, University of New England, Australia Published: December 1, 2018 ISSN: 2187-0594 https://doi.org/10.22492/ije.6.3 Articles Mentoring Experiences, Issues, and Concerns in the Student-Teaching Program: Towards a Proposed Mentoring Program in Teacher Education Susan Galamay-Cachola, Saint Mary’s University, Philippines Ma. Cristeta M. Aduca,

P

Publication Process Flowchart

The diagram below indicates the process from submission to publication including the review process. Please note that the times are indicative only and the entire process may be either quicker or slower depending on availability of suitable reviewers for particular education areas and the timing of submission with the publication time of an individual issue.

H

Home Environment of Selected Filipino Gifted Individuals

Author: Greg Tabios Pawilen, University of the Philippines, Los Banos, the Philippines Email: gregpawilen@yahoo.com Published: June 1, 2018 https://doi.org/10.22492/ije.6.2.05 Citation: Pawilen, P. T. (2018). Home Environment of Selected Filipino Gifted Individuals. IAFOR Journal of Education, 6(2). https://doi.org/10.22492/ije.6.2.05 Abstract This study investigated the home environment of selected Filipino gifted individuals. It aims to answer two research

S

School Administrators’ Competencies for Effective English Language Teaching and Learning in Thai Government Primary Schools

Authors: Singhanat Nomnian, Mahidol University, Thailand Thithimadee Arphattananon, Mahidol University, Thailand Email: snomnian@hotmail.com Published: June 1, 2018 https://doi.org/10.22492/ije.6.2.04 Citation: Nomnian, S., & Arphattananon, T. (2018). School Administrators’ Competencies for Effective English Language Teaching and Learning in Thai Government Primary Schools. IAFOR Journal of Education, 6(2). https://doi.org/10.22492/ije.6.2.04 Abstract This study aims to explore school administrators’ insights

E

Examining the Effects of Reflective Journals on Students’ Growth Mindset: A Case Study of Tertiary Level EFL Students in the United Arab Emirates

Author: Hinda Hussein, Higher Colleges of Technology, United Arab Emirates Email: hhussein1@hct.ac.ae Published: June 1, 2018 https://doi.org/10.22492/ije.6.2.03 Citation: Hussein, H. (2018). Examining the Effects of Reflective Journals on Students’ Growth Mindset: A Case Study of Tertiary Level EFL Students in the United Arab Emirates. IAFOR Journal of Education, 6(2). https://doi.org/10.22492/ije.6.2.03 Abstract The purpose of the

H

Historically Black Colleges and Universities’ Mentorship of Health Profession Students: A Content Analysis Exploring the North Carolina Health Careers Access Program

Authors: Kaye Thompson-Rogers, North Carolina Central University, USA Dannielle Joy Davis, Saint Louis University, USA Denise Davis-Maye, Alabama State University, USA Claudine Turner, Sisters of the Academy Institute, USA Email: djdavis@slu.edu Published: June 1, 2018 https://doi.org/10.22492/ije.6.2.02 Citation: Thompson-Rogers, K., Davis, D. J., Davis-Maye, D., & Turner, C. (2018). Historically Black Colleges and Universities’ Mentorship of

A

A Comparative Analysis of the Attitudes of Primary School Students and Teachers Regarding the Use of Games in Teaching

Authors: Branko Anđić, University of Montenegro, Montenegro Srđan Kadić, University of Montenegro, Montenegro Rade Grujičić, University of Montenegro, Montenegro Desanka Malidžan, School “Radojica Perović”, Montenegro Email: brankoan@yahoo.com Published: June 1, 2018 https://doi.org/10.22492/ije.6.2.01 Citation: Anđić, B., Kadić, S., Grujičić, R., & Malidžan, D. (2018). A Comparative Analysis of the Attitudes of Primary School Students and Teachers

I

IAFOR Journal of Education: Volume 6 – Issue 2

IAFOR Journal of Education: Volume 6 – Issue 2 – Summer 2018 Editor: Yvonne Masters, University of New England, Australia Published: June 1, 2018 ISSN: 2187-0594 https://doi.org/10.22492/ije.6.2 Articles A Comparative Analysis of the Attitudes of Primary School Students and Teachers Regarding the Use of Games in Teaching Branko Anđić, University of Montenegro, Montenegro Srđan Kadić,

F

Foreign Language Proficiency as an Asset for Japanese Graduates

Authors: Raimond Selke, Goethe-Institut Indonesien, Jakarta Tomoki Sekiguchi, Graduate School of Management, Kyoto University Ashlyn Moehle, Graduate School of Language and Culture, Osaka University Abdelrahman Elsharqawy, Graduate School of Language and Culture, Osaka University Philip Streich, Graduate School of Human Science, Osaka University Email: raimond.selke@goethe.de Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.07 Citation: Selke, R., Sekiguchi, T.,

T

Teachers’ Knowledge Indices as Predictors of Secondary School Students’ Academic Achievement in Kwara State, Nigeria

Authors: Felicia Olasehinde-Williams, University of Ilorin, Nigeria Lasiele Yahaya, University of Ilorin, Nigeria Henry Owolabi, University of Ilorin, Nigeria Email: olabisi@unilorin.edu.ng Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.05 Citation: Olasehinde-Williams, F., Yahaya, L., & Owolabi, H. (2018). Teachers’ Knowledge Indices as Predictors of Secondary School Students’ Academic Achievement in Kwara State, Nigeria. IAFOR Journal of Education, 6(1).

W

Why Is There a Disequilibrium Between Power and Trust in Educational Settings?

Authors: Faruk Levent, Marmara University, Turkey Nehir Özdemir, Marmara University, Turkey Tuba Akpolat, Marmara University, Turkey Email: nehirozdemir@marun.edu.tr Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.06 Citation: Levent, F., Özdemir, N., & Akpolat, T. (2018). Why Is There a Disequilibrium Between Power and Trust in Educational Settings? IAFOR Journal of Education, 6(1). https://doi.org/10.22492/ije.6.1.06 Abstract The purpose of this

A

An Examination of Listening Acquisition: A Study of Japanese University Students

Authors: Bryan Hahn, Akita International University, Japan Email: bhahn@aiu.ac.jp Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.04 Citation: Hahn, B. (2018). An Examination of Listening Acquisition: A Study of Japanese University Students. IAFOR Journal of Education, 6(1). https://doi.org/10.22492/ije.6.1.04 Abstract English language learners seek strong speaking, reading, writing, and listening skills. When it comes to the last it is

R

Ruptured Dreams: Female Students’ Talk About Boys as Past “Lovers”

Authors: Joanne Cassar, Faculty for Social Wellbeing, University of Malta, Malta Email: joanne.cassar@um.edu.mt Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.03 Citation: Cassar, J. (2018). Ruptured Dreams: Female Students’ Talk About Boys as Past “Lovers”. IAFOR Journal of Education, 6(1). https://doi.org/10.22492/ije.6.1.03 Abstract When romantic encounters come to an end they often evoke a plethora of feelings associated with

P

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Authors: Adam Al Sultan, Imam Abdulrahman Bin Faisal University, Saudi Arabia Harvey Henson, Jr., Southern Illinois University, USA Peter J. Fadde, Southern Illinois University, USA Email: adam.uod@gmail.com Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.02 Citation: Al Sultan, A., Henson Jr. H., & Fadde, P. J. (2018). Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science. IAFOR

T

The Implicit Role of First-Years’ Higher Education Faculties

Author: Maurice Abi-Raad, Rabdan Academy, United Arab Emirates Email: mabiraad@ra.ac.ae Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.01 Citation: Abi-Raad, M. (2018). The Implicit Role of First-Years’ Higher Education Faculties. IAFOR Journal of Education, 6(1). https://doi.org/10.22492/ije.6.1.01 Abstract The higher education experience is a challenge for first-year students. One of the challenges facing a generation of youth is attaining

I

IAFOR Journal of Education: Volume 6 – Issue 1

IAFOR Journal of Education: Volume 6 – Issue 1 – Spring 2018 Editor: Yvonne Masters, University of New England, Australia Published: February 28, 2018 ISSN: 2187-0594 https://doi.org/10.22492/ije.6.1 Articles The Implicit Role of First-Years’ Higher Education Faculties Maurice Abi-Raad, Rabdan Academy, United Arab Emirates Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science Adam Al

S

Students with a foreign background in Italian Initial Vocational Education and Training (IVET) and the access to Italian as Second Language

Author: Luisa Daniele, ANPAL – Italian Agency for Active Labour Market Policy, Italy Email: luisa.daniele69@gmail.com Published: December 4, 2017 https://doi.org/10.22492/ije.5.3.01 Citation: Daniel, L. (2017). Students with a foreign background in Italian initial vocational education and training (IVET) and the access to Italian as second language. IAFOR Journal of Education, 5(3). https://doi.org/10.22492/ije.5.3.01 Abstract This paper is

I

IAFOR Journal of Education: Volume 5 – Issue 3

IAFOR Journal of Education: Volume 5 – Issue 3 – Winter 2017 Editor: Bernard Montoneri, National Chengchi University, Taiwan Published: December 4, 2017 ISSN: 2187-0594 https://doi.org/10.22492/ije.5.3 Articles Students with a Foreign Background in Italian Initial Vocational Education and Training (IVET) and the access to Italian as Second Language Luisa Daniele, ANPAL – Italian Agency for

S

Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination

Author: Junko Maeda, Hachinohe Institute of Technology, Japan Email: junkomaeda22@gmail.com Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.07 Citation: Maeda, J. (2017). Self-Efficacy Reduces Impediments to Classroom Discussion for International Students: Fear, Embarrassment, Social Isolation, Judgment, and Discrimination. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.07 Abstract Approximately one million international students were enrolled at U.S. universities in the academic

F

Friends with Benefits: Causes and Effects of Learners’ Cheating Practices During Examination

Author: Leo Andrew B. Diego, Roxas National Comprehensive High School, Philippines Email: leandrojigz01@gmail.com Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.06 Citation: Diego, L. A. B. (2017). Friends with Benefits: Causes and Effects of Learners’ Cheating Practices During Examination. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.06 Abstract Cheating during examinations is triggered by peer influence. It makes every learner

H

Hearts Grow: Contemplative Learning for Inner Stability Development in Female Prison Inmates

Authors: Somsit Asdornnithee & Proetphan Daensilp, Mahidol University, Thailand Email: returnee95@yahoo.com Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.09 Citation: Asdornnithee, S., & Daensilp, P. (2017). Hearts Grow: Contemplative Learning for Inner Stability Development in Female Prison Inmates. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.09 Abstract Regarding the research questions of how the contemplative learning process is appropriate for

W

White Teachers’ Reactions to the Racial Treatment of Middle-School Black Boys

Author: Stefan Battle, Rhode Island College, USA Email: sbattle@ric.edu Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.10 Citation: Battle, S. (2017). White Teachers’ Reactions to the Racial Treatment of Middle-School Black Boys. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.10 Abstract This qualitative exploratory study, informed by grounded theory, used questionnaires and unstructured interviews based on fictionalized vignettes to examine