Journal Category: IAFOR Journal of Education

Welcome to Volume 9 – Issue 1 – IAFOR Journal of Education: Inclusive Education

Welcome to the IAFOR Journal of Education: Inclusive Education. What a journey it has been. It has been an immense privilege to work with a team of international colleagues so committed to increasing the inclusivity of educational opportunities, experiences and outcomes within their diverse contexts. This issue would not have been possible without all of

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Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education

Authors Jacqueline Żammit, University of Malta, Malta Email: jacqueline.zammit@um.edu.mt https://doi.org/10.22492/ije.9.1.09 Citation: Żammit, J. (2021). Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.09 Abstract The perceptions and attitudes of educators towards multicultural education are strongly correlated to the manner in which multicultural education is applied.

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Employability and Inclusion of Non-traditional University Students: Limitations and Challenges

Authors: María Aurora Tenorio Rodríguez, University of Seville, Spain José González-Monteagudo, University of Seville, Spain Teresa Padilla-Carmona, University of Seville, Spain Email: mtenorio@us.es https://doi.org/10.22492/ije.9.1.08 Citation: Rodríguez, M. A., González-Monteagudo, J., & Padilla-Carmona, T. (2021). Employability and Inclusion of Non-traditional University Students: Limitations and Challenges, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.08 Abstract In recent

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Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

Authors: Princess Zarla J. Raguindin, Far Eastern University, Philippines Zhanina U. Custodio, Philippine Normal University, Philippines Ferdinand Bulusan, Batanes State College, Philippines Email: natin81@gmail.com https://doi.org/10.22492/ije.9.1.07 Citation: Raguindin, P. Z. J., Custodio, Z. U., & Bulusan, F. (2021). Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context, IAFOR Journal of Education: Inclusive

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Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools

Authors: Gift Mbewe, University of Malawi, Malawi Elizabeth Kamchedzera, University of Malawi, Malawi Esthery Dembo Kunkwenzu, University of Malawi, Malawi Email: giftmbewe56@gmail.com https://doi.org/10.22492/ije.9.1.06 Citation: Mbewe, G., Kamchedzera, E., & Kunkwenzu, E. D. (2021). Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.06 Abstract

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Exploring the Potentials of Robotics in Supporting Children with Autism Spectrum Disorder

Authors: Susan T. Mostajo, De La Salle University – Dasmariñas, Philippines Olivia M. Legaspi, De La Salle University – Dasmariñas, Philippines Manuel G. Camarse, De La Salle University – Dasmariñas, Philippines Royce A. Salva, De La Salle University – Dasmariñas, Philippines Email: stmostajo@dlsud.edu.ph https://doi.org/10.22492/ije.9.1.05 Citation: Mostajo, S. T., Legaspi, O. M., Camarse, M. G., &

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African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study

Author: Chinaza Solomon Ironsi, Near East University, Turkey Email: Solomon.chinaza@neu.edu.tr Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.04 Citation: Ironsi, C. S. (2021). African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study, IAFOR Journal of Education: Inclusive Education, 9(1).  https://doi.org/10.22492/ije.9.1.04 Abstract Teaching English language to young learners in an English as a Foreign Language/English as a

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Educational Experiences of Adolescent Mothers while Studying College in the Philippines

Author: Ryan Ray G. Gatbonton, Adamson University, Philippines Email: ryan.gatbonton@gmail.com Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.03 Citation: Gatbonton, R. R. G. (2021). Educational Experiences of Adolescent Mothers while Studying College in the Philippines, 9(1). https://doi.org/10.22492/ije.9.1.03 Abstract Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage girls in both developed and developing

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School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia

Authors: Athirah Azhar, Universiti Malaysia Sarawak, Malaysia Azlinda Azman, Universiti Sains Malaysia, Malaysia Email: aathirah@unimas.my Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.01 Citation: Azhar, A., & Azman, A. (2021). School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia, 9(1). https://doi.org/10.22492/ije.9.1.01 Abstract This study explores the impacts of the Corporate Social Responsibility educational programme

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Understanding Cross-National Differences in Inclusive Education Coverage: An Empirical Analysis

Author: Steve R. Entrich, University of Potsdam, Germany Email: entrich@uni-potsdam.de Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.02 Citation: Entrich, S. R. (2021). Understanding Cross-National Differences in Inclusive Education Coverage: An Empirical Analysis. IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.02 Abstract With the adoption and ratification of the United Nations’ Convention on the Rights of Persons with

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School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia

Authors: Athirah Azhar, Universiti Malaysia Sarawak, Malaysia Azlinda Azman, Universiti Sains Malaysia, Malaysia Email: aathirah@unimas.my Published: February 19, 2021 https://doi.org/10.22492/ije.9.1.01 Citation: Azhar, A., & Azman, A. (2021). School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia. IAFOR Journal of Education: Inclusive Education, 8(4). https://doi.org/10.22492/ije.9.1.01 Abstract This study explores the impacts of

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IAFOR Journal of Education: Volume 9 – Issue 1 – Inclusive Education

IAFOR Journal of Education: Volume 9 – Issue 1 – Inclusive Education Editor: Tamsin Hinton-Smith Editor-in-Chief: Yvonne Masters Published: February 19, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.1 Editor’s Introduction Welcome to Volume 9 – Issue 1 – IAFOR Journal of Education: Inclusive Education Tamsin Hinton-Smith, University of Sussex, UK Articles School’s Perspectives on Educational Programmes under Corporate

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Submission Statement

Welcome to Volume 8 – Issue 4 – IAFOR Journal of Education: Studies in Education

Welcome to the first issue of the IAFOR Journal of Education: Studies in Education. This is an exciting time for the journal, as this issue represents a particular focus relating to the exploration of significant themes and ideas in education, alternative and exceptional programs for teaching and learning, and the investigation of promising practices in

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Introducing Animal-Assisted Intervention for Special Education in Integrated Farming System

Authors: Teh Xian Zhi, Universiti Sains Malaysia, Malaysia Zalena Abdul Aziz, Universiti Sains Malaysia, Malaysia Nooriati Taib, Universiti Sains Malaysia, Malaysia Email: zalena@usm.my Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.11 Citation: Zhi, T. X., Aziz, Z. A., & Taib, N. (2020). Introducing Animal-Assisted Intervention for Special Education in Integrated Farming System. IAFOR Journal of Education: Studies in

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Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India

Authors: Navin Piplani, Ansal University, India Tejwant Singh Brar, Ansal University, India Email: navin.piplani@gmail.com Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.10 Citation: Piplani, N., & Brar, T. S. (2020). Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.10 Abstract This paper builds upon the understanding

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Recreating Discourse Community for Appropriating HOCs in Law Undergraduates’ Academic Writing

Author: Suman Luhach, Bennett University, India Email: kulhari.suman87@gmail.com Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.09 Citation: Luhach, S. (2020). Recreating Discourse Community for Appropriating HOCs in Law Undergraduates’ Academic Writing. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.09 Abstract Like any other discipline, academic writing is equally crucial for law undergraduates to master. Project reports, argumentative

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How do Principals of High Performing Schools Achieve Sustained Improvement Results?

Authors: Lewes Peddell, Southern Cross University, Australia David Lynch, Southern Cross University, Australia Richard Waters, Southern Cross University, Australia Wendy Boyd, Southern Cross University, Australia Royce Willis, Southern Cross University, Australia Email: lewes.peddell@scu.edu.au Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.08 Citation: Peddell, L., Lynch, D., Waters, R., Boyd, W., & Willis, R. (2020). How do Principals of

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Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process

Author: Abdul Haiy A. Sali, Philippine Normal University, Manila, Philippines Email: abdulhaiysali@gmail.com Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.07 Citation: Sali, A. H. A. (2020). Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.07 Abstract The purpose of this paper is to explore and analyze the conceptuality of

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An Issue of Urban/Rural Division? Examining Mongolian Language Education in the IMAR

Author: Qi Zhang, Dublin City University, Republic of Ireland Email: qi.zhang@dcu.ie Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.06 Citation: Zhang, Q. (2020). An Issue of Urban/Rural Division? Examining Mongolian Language Education in the IMAR. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.06 Abstract Against the backdrop of the increasing disparities in urban and rural areas in

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Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University

Author: Jasvir Kaur Nachatar Singh, La Trobe University, Australia Email: j.nachatarsingh@latrobe.edu.au Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.05 Citation: Singh, J. K. N. (2020). Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.05 Abstract Malaysia aspires to become a regional and international hub of higher

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EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning

Authors: Tuba Işık, Erzincan Binali Yildirim University, Turkey Cem Balçıkanlı, Gazi University, Turkey Email: tuba.turkel@erzincan.edu.tr Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.04 Citation: Işık, T., & Balçıkanlı, C. (2020). EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.04 Abstract Autonomy support is a recently defined role for teachers,

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Empowering Adult Immigrant Learners Through Systematic Motivation Work in the Classroom

Authors: May Olaug Horverak, Birkenes Adult Learning Centre, Norway Gerd Martina Langeland, Lillesand Upper Secondary School, Norway Kedir Diary, Lillesand Adult Learning Centre, Norway Email: may.olaug.horverak@birkenes.kommune.no Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.03 Citation: Horverak, M. O., Langeland, G. M., & Diary, K. (2020). Empowering Adult Immigrant Learners Through Systematic Motivation Work in the Classroom. IAFOR Journal

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A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

Author: Edwin B. Estrera, University of the Philippines Cebu, Philippines Email: ebestrera@up.edu.ph Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.02 Citation: Estrera, E. B. (2020). A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.02 Abstract This study examines the perception of Humanities and Social Science teachers

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Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

Author: Bakyt Amirova, Nazarbayev University, Kazakhstan Email: amirov_b@pvl.nis.edu.kz Published: November 27, 2020 https://doi.org/10.22492/ije.8.4.01 Citation: Amirova, B. (2020). Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan. IAFOR Journal of Education: Studies in Education, 8(4). https://doi.org/10.22492/ije.8.4.01 Abstract The purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of

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IAFOR Journal of Education: Volume 8 – Issue 4 – Studies in Education

IAFOR Journal of Education: Volume 8 – Issue 4 – Studies in Education Editor: Tony Yeigh Editor-in-Chief: Yvonne Masters Published: November 27, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.4 Editor’s Introduction Welcome to Volume 8 – Issue 4 – IAFOR Journal of Education: Studies in Education Dr Tony Yeigh Articles Study of NIS Teachers’ Perceptions of Teacher Professionalism

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Framing Undergraduate Perspectives on Experiential Learning Within Soka Education Theory

Authors: Paul Sherman, University of Guelph-Humber, Canada Olivia Boukydis, University of Guelph-Humber, Canada Published: September 11, 2020 Email: paul.sherman@guelphhumber.ca https://doi.org/10.22492/ije.8.3.05 Citation: Sherman, P., & Boukydis, O. (2020). Framing Undergraduate Perspectives on Experiential Learning Within Soka Education Theory IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.05 Abstract This article reports findings on two studies that explored

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Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawaiʻi

Authors: Jennifer Padua, University of Hawaiʻi at Mānoa, USA Monica Gonzalez Smith, University of Hawaiʻi at Mānoa, USA Published: September 11, 2020 Email: paduajen@hawaii.edu https://doi.org/10.22492/ije.8.3.04 Citation: Padua, J., & Gonzalez Smith, M. (2020). Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawaiʻi. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.04 Abstract This article

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Social Media and E-Portfolios: Impacting Design Students’ Motivation Through Project-Based Learning

Authors: Jae-Eun Oh, The Hong Kong Polytechnic University, Hong Kong SAR, China Yuet Kai Chan, The Hong Kong Polytechnic University, Hong Kong SAR, China Kyulee Viviane Kim, The Hong Kong Polytechnic University, Hong Kong SAR, China Email: amelie.chan@polyu.edu.hk Published: September 11, 2020 https://doi.org/10.22492/ije.8.3.03 Citation: Oh, J.-E., Chan, Y. K., & Kim, K. V. (2020). Social

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Social Support for International Students in Foreign Language Classroom Communities of Practice

Author: Takuya Kojima, Ca’ Foscari University of Venice, Italy Email: takuya.kojima@unive.it Published: September 11, 2020 https://doi.org/10.22492/ije.8.3.02 Citation: Kojima, T. (2020). Social Support for International Students in Foreign Language Classroom Communities of Practice. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.02 Abstract Drawing on communities of practice, this article considers social support for international students in