Journal Category: IAFOR Journal of Education

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Independence and Interdependence of a Professional Development School Partnership

Authors: Robert F. Sumowski, Georgia College & State University, USA Joseph M. Peters, Georgia College & State University, USA Email: Robert.sumowski@gcsu.edu Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.09 Citation: Sumowski, R. F., & Peters. J. M. (2019). Independence and Interdependence of a Professional Development School Partnership IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.09 Abstract Professional Development School Partnerships

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Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice

Authors: Vera Maria Nistor, Otago Polytechnic, Auckland International Campus, New Zealand Don Amila Sajeevan Samarasinghe, Otago Polytechnic, Auckland International Campus, New Zealand Email: vera.nistor@op.ac.nz Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.08 Citation: Nistor, V. M., & Samarasinghe, D. A. S. (2019). Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice. IAFOR Journal of Education,

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Decision Making Model of Vietnamese Students Studying Higher Education in England

Authors: Minh Hoang, Saigon Institute of Technology, Vietnam Massoud Moslehpour, Asia University, Taiwan Victoria Seitz, California State University, San Bernardino, USA Email: writetodrm@gmail.com Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.07 Citation: Hoang, M., Moslehpour, M., & Seitz, V. (2019). Decision Making Model of Vietnamese Students Studying Higher Education in England. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.07 Abstract

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Evaluation of Self and Peer Assessments in a Second Year Engineering Module

Authors: David Hassell, University of Bath, United Kingdom Kok Yueh Lee, Universiti Teknologi Brunei, Brunei Darussalam Email: kokyueh.lee@utb.edu.bn Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.06 Citation: Hasell, D., & Lee, K. Y. (2019). Evaluation of Self and Peer Assessments in a Second Year Engineering Module. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.06 Abstract This paper evaluates the use

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Comparative Study Between Traditional and Peer Assisted Learning of Business Management Students on Accounting Module

Authors: Siu Wo Tarloff Im, City University of Hong Kong, Hong Kong Pit Ho Patrio Chiu, City University of Hong Kong, Hong Kong Michelle Ng, City University of Hong Kong, Hong Kong Email: sw.im@cityu.edu.hk Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.05 Citation: Im, S. W. T., Chiu, P. H. P., & Ng, M. (2019). Comparative Study Between

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eHealth Literacy of High School Students in the Philippines

Author: Mark Kenneth S. Camiling, University of the Philippines, Diliman, Philippines Email: mark.camiling@gmail.com Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.04 Citation: Camiling, M. K. S. (2019). eHealth Literacy of High School Students in the Philippines. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.04 Abstract The Internet has become a chief health information source. It is posited that people who

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E-learning Self-efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines

Author: Paul John G. Aventurado, Cebu Doctors’ University, Philippines Email: pjaventurado0521@gmail.com Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.03 Citation: Aventurado, P. J. G. (2019). E-learning Self-efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.03 Abstract The conventional methods of education and training for operating room experience have been

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Faculty Target-Based Engagement Assessment Statistical Model for Enhancing Performance and Education Quality

Author: Mohamed Askar, Southern Utah University, USA Email: mohamedaskar@suu.edu Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.02 Citation: Askar, M. (2019). Faculty Target-Based Engagement Assessment Statistical Model for Enhancing Performance and Education Quality. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.02 Abstract There is a worldwide interest in developing quantitative faculty members’ activity evaluation models. However, implementing a fair and

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Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana

Authors: Samuel Yaw Ampofo, University of Cape Coast, Ghana George Adino Onyango, Kenyatta University, Kenya Martin Ogola, Kenyatta University, Kenya Email: sampofo@ucc.edu.gh Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.01 Citation: Ampofo, S. Y., Onyango, G. A., & Ogola, M. (2019). Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region,

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IAFOR Journal of Education: Volume 7 – Issue 2

IAFOR Journal of Education: Volume 7 – Issue 2 – Winter 2019 Editor: Yvonne Masters Published: December 1, 2019 ISSN: 2187-0594 https://doi.org/10.22492/ije.7.2 Articles Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana Samuel Yaw Ampofo, University of Cape Coast, Ghana George Adino Onyango, Kenyatta University, Kenya

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Language Learning Issue | Editorial Board & Reviewers

Editor/Editorial Board and Reviews for the IAFOR Journal of Education: Language Learning Issue. Editor

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About the Language Learning Issue

We are delighted to announce an exciting transition for the IAFOR Journal of Language Learning. From July 2019, this title will publish under the umbrella of the Scopus listed IAFOR Journal of Education, becoming its annual Language Learning Issue. For more information on the Language Learning Issue, please view the following sections.

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Manuscript Submission Form

Submissions are now closed for the IAFOR Journal of Education: Language Learning Issue. Before making a submission to the IAFOR Journal of Education: Language Learning Issue, please ensure that you are aware of the following: If a submission is out of scope, does not meet academic standards or does not follow the Author Guidelines, the

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A Proposed Typology of Knowledge Sharing within Communities of Teachers: A Comparative Case Study Focusing on England and Macedonia

Authors: James Underwood, University of Northampton, UK Majda Joshevska, Foundation for Education and Cultural Initiatives (Step by Step), Macedonia Email: james.underwood@northampton.ac.uk https://doi.org/10.22492/ije.7.1.07 Citation: Underwood, J., & Joshevska, M. (2019). A Proposed Typology of Knowledge Sharing within Communities of Teachers: A Comparative Case Study Focusing on England and Macedonia. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.07 Abstract

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Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices

Author: Shiva Hajian, Simon Fraser University, Canada Email: shajianm@sfu.ca https://doi.org/10.22492/ije.7.1.06 Citation: Hajian, S. (2019). Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.06 Abstract One of the primary goals of education is to ensure that learners can apply their acquired knowledge in various ways

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Internationalization and English as a Medium of Instruction in Mongolian Higher Education

Author: Sainbayar Gundsambuu, Osaka University, Japan and National University of Mongolia, Mongolia Email: sgundsam@fulbrightmail.org https://doi.org/10.22492/ije.7.1.05 Citation: Gundsambuu, S. (2019). Internationalization and English as a Medium of Instruction in Mongolian Higher Education. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.05 Abstract In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English

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Exploring the Relationship between Science Content Knowledge and Science Teaching Self-Efficacy among Elementary Teachers

Authors: Amy Catalano, Hofstra University, USA Lauren Asselta, Hofstra University, USA Alana Durkin, Hofstra University, USA Email: Amy.Catalano@Hofstra.edu Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.04 Citation: Catalano, A., Asselta, L., & Durkin, A. (2019). Exploring the Relationship between Science Content Knowledge and Science Teaching Self-Efficacy among Elementary Teachers. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.04 Abstract Elementary school

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The Effects of Student Success Workshops on Undergraduate Hispanic STEM Students on the U.S.-Mexico Border

Authors: J. Elizabeth Casey, The University of Texas Permian Basin, USA Runchang Lin, Texas A&M International University, USA Selina V. Mireles, The University of Texas Permian Basin, USA Rohitha Goonatilake, Texas A&M International University, USA Email: casey_j@utpb.edu Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.03 Citation: Casey, J. E., Lin, R., Mireles, S. V., & Goonatilake, R. (2019).

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In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda

Authors: Jackson Nzarirwehi, Kampala International University, Uganda Faith Atuhumuze, Makerere University, Uganda Email: atuhumuzefaith@gmail.com Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.02 Citation: Nzarirwehi, J., & Atuhumuze, F. (2019). In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.02 Abstract In 1994, Uganda’s Ministry of Education and Sports introduced Teacher

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Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics

Author: Innocent Uche Anazia, University of Benin, Nigeria Email: innocentanazia@yahoo.com Published: June 1, 2019 https://doi.org/10.22492/ije.7.1.01 Citation: Anazia, I. U. (2019). Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics. IAFOR Journal of Education, 7(1). https://doi.org/10.22492/ije.7.1.01 Abstract This study examined the predictive power of quantitative and verbal aptitudes on the performance

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IAFOR Journal of Education: Volume 7 – Issue 1

IAFOR Journal of Education: Volume 7 – Issue 1 – Summer 2019 Editor: Yvonne Masters Published: June 1, 2019 ISSN: 2187-0594 https://doi.org/10.22492/ije.7.1 Articles Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics Innocent Uche Anazia, University of Benin, Nigeria In-Service Teacher Training and Professional Development of Primary School Teachers in

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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

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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

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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)

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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

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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

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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

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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

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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

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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,