Journal Category: IAFOR Journal of Education

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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.,

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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).

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies

Authors: Jerome St-Amand, Université du Québec en Outaouais, Canada Stéphanie Girard, Université du Québec à Trois-Rivières, Canada Jonathan Smith, Université du Québec en Abitibi-Témiscamingue, Canada Email: jonathan.smith@umontreal.ca Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.05 Citation: St-Amand, J., Girard, S., & Smith, J. (2017). Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies. IAFOR Journal of

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The Dynamics of Decentralization of Higher Education Delivery and Local Politics in the Philippines: The Case of Two Mandaue City Colleges in Cebu Province

Author: Ronald A. Pernia, University of the Philippines Cebu, Philippines Email: rapernia1@up.edu.ph Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.04 Citation: Pernia, R. A. (2017). The Dynamics of Decentralization of Higher Education Delivery and Local Politics in the Philippines: The Case of Two Mandaue City Colleges in Cebu Province. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.04 Abstract This study

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Factors Affecting Teachers’ Perceived Proficiency in Using ICT in the Classroom

Authors: Prema Basargekar & Chandan Singhavi, K. J. Somaiya Institute of Management Studies and Research, India Email: prema@somaiya.edu Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.03 Citation: Basargekar, P. & Singhavi, C. (2017). Factors Affecting Teachers’ Perceived Proficiency in Using ICT in the Classroom. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.03 Abstract Effective implementation of Information and Communication Technologies

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Discourses on Empowerment in Adult Learning: A View on Renewed Learning

Author: Luisa Daniele, ANPAL-National Agency for Active Labour Market Policies, Italy Email: luisa.daniele69@gmail.com Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.02 Citation: Daniele, L. (2017). Discourses on Empowerment in Adult Learning: A View on Renewed Learning. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.02 Abstract The paper examines critically the dimension of empowerment in the European discourse, starting from some

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Measurement and Analysis of Student (Dis)engagement in Higher Education: A Preliminary Study

Authors: Akihiro Saito, Hakuoh University, Japan Michael E. Smith, Aomori University of Health and Welfare, Japan Email: akihiro.saito@gmail.com Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.01 Citation: Saito, A., & Smith, M. E. (2017). Measurement and Analysis of Student (Dis)engagement in Higher Education: A Preliminary Study. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.01 Abstract Higher education is attracting more

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IAFOR Journal of Education: Volume 5 – Issue 2

IAFOR Journal of Education: Volume 5 – Issue 2 – Summer 2017 Editor: Bernard Montoneri, National Chengchi University, Taiwan Published: September 1, 2017 ISSN: 2187-0594 https://doi.org/10.22492/ije.5.2 Articles Measurement and Analysis of Student (Dis)engagement in Higher Education: A Preliminary Study Akihiro Saito, Hakuoh University, Japan Michael E. Smith, Aomori University of Health and Welfare, Japan Discourses

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Politician-Turned-Doctoral Student’s Narrative Identity at an Australian University: A Case Study

Author: Singhanat Nomnian, Mahidol University, Thailand Email: snomnian@hotmail.com Published: September 1, 2017 https://doi.org/10.22492/ije.5.2.08 Citation: Nomnian, S. (2017). Politician-Turned-Doctoral Student’s Narrative Identity at an Australian University: A Case Study. IAFOR Journal of Education, 5(2). https://doi.org/10.22492/ije.5.2.08 Abstract This study aims to explore the narrative identity of a politician-turned-doctoral student at an Australian university with a particular focus

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Editorial Board

Reviewers Reviewers evaluate articles in their specialist areas, and provide an opinion that is weighed against the opinion of one or more additional reviewers. The IAFOR Journal of Education is grateful for the valuable contributions of time and expertise generously donated by all reviewers. Information about the IAFOR Journal of Education editorial team can be

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Editorial Board

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. The IAFOR Journal of Education is grateful for the valuable contributions of time and expertise generously donated by all Editorial Board members. Further information about

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The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School

Author: Mark Kenneth Camiling, Miriam College, Philippines E-mail: mark.camiling@gmail.com Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.10 Citation: Camiling, M. K. (2017). The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.10 Abstract Technology has greatly shaped pedagogical practices over time. However scholars

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The Use of Technology for EFL Classes in a Brazilian School: Consolidating Education 3.0

Authors: Aline Fay de Azevedo, Pontifical Catholic University of Rio Grande Do Sul, Brazil Heloísa Orsi Koch Delgado, Pontifical Catholic University of Rio Grande Do Sul, Brazil Asafe Davi Cortina Silva, Federal University of Rio Grande do Sul, Brazil E-mail: aline.azevedo@pucrs.br Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.09 Citation: de Azevedo, A. F., Delgado, H. O. K.,

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Theatrically Digital: Education and Online Identity

Author: Nastaran Khoshsabk, Monash University, Australia E-mail: nastaran.khoshsabk@monash.edu Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.08 Citation: Khoshsabk, N. (2017). Theatrically Digital: Education and Online Identity. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.08 Abstract The dramaturgical aspects of using social media are applied in this study from a sociological perspective (Goffman, 1959) to describe the process of gaining a

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Future Primary Teachers’ Beliefs, Understandings and Intentions to Teach STEM

Authors: Premnadh M. Kurup, Michael Brown, Greg Powell & Xia Li, La Trobe University, Australia E-mail: P.Kurup@latrobe.edu.au Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.07 Citation: Kurup, P. M., Brown, M., Powell, G., & Li, X. (2017). Future Primary Teachers’ Beliefs, Understandings and Intentions to Teach STEM. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.07 Abstract The development of integrated

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Academic Engagement and Technology: Revisiting the Technological, Pedagogical and Content Knowledge Framework (TPACK) in Higher Education (HE): The Academics’ Perspectives

Authors: Matt Glowatz & Orna O’Brien, University College Dublin, Republic of Ireland E-mail: orna.obrien@ucd.ie Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.06 Citation: Glowatz, M., & O’Brien, O. (2017). Academic Engagement and Technology: Revisiting the Technological, Pedagogical and Content Knowledge Framework (TPACK) in Higher Education (HE): The Academics’ Perspectives. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.06 Abstract Research into

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Social Network Misuse in the Classroom and Its Impact on Male Student Motivation in UAE Tertiary Education

Authors: Sultan A. Alkaabi, National Defense College, United Arab Emirates Peter Albion, University of Southern Queensland, Australia Petrea Redmond, University of Southern Queensland, Australia E-mail: sultan.a.alkaabi@gmail.com Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.05 Citation: Alkaabi, S. A., Albion, P. & Redmond, P. (2017). Social Network Misuse in the Classroom and Its Impact on Male Student Motivation in

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Posters That Teach – Blended Learning and Total Engagement

Authors: Adina Stan, UNSW Global Foundation Studies, Australia Mahnaz Armat, UNSW Global Foundation Studies, Australia Elyssebeth Leigh, Aalto University, Finland & University of Technology Sydney, Australia Elizabeth Rosser, UNSW Global Foundation Studies, Australia Nikki Hayes, UNSW Global Foundation Studies, Australia E-mail: A.Stan@unswglobal.edu.au Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.04 Citation: Stan, A., Armat, M., Leigh, E., Rosser,