Journal Category: IAFOR Journal of Education

T

Teacher Professional Learning Whilst in Quarantine: A Case Study from China

Authors: Kevin Laws, The University of Sydney, Australia Feng Xun, Tengzhou Zhoudairu Kindergartens, China Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.08 Citation: Laws, K., & Xun, F. (2021). Teacher Professional Learning Whilst in Quarantine: A Case Study from China, 9(2). https://doi.org/10.22492/ije.9.2.08 Abstract Transforming two early education centres in China to incorporate the educational philosophy of

D

Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching

Author: Gülten Koşar, Hatay Mustafa Kemal University, Turkey Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.07 Citation: Koşar, G. (2021). Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching, 9(2). https://doi.org/10.22492/ije.9.2.07 Abstract Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a

M

Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic

Authors: Avneet Hira, Boston College, Massachusetts, USA Emma Anderson, Massachusetts Institute of Technology, Massachusetts, USA Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.06 Citation: Hira, A., & Anderson, E. (2021). Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic, 9(2). https://doi.org/10.22492/ije.9.2.06 Abstract The transition of traditional schooling to online learning during the COVID-19 pandemic

T

Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic

Author: Per-Olof Hansson, Linköping University, Sweden Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.05 Citation: Hansson, P.-O. (2021). Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic, 9(2). https://doi.org/10.22492/ije.9.2.05 Abstract The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates,

W

Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection

Authors: Abdullatif Alshamsi, Higher Colleges of Technology, Dubai, United Arab Emirates Alex Zahavich, Higher Colleges of Technology, Abu Dhabi, United Arab Emirates Samar El-Farra, Higher Colleges of Technology, Dubai, United Arab Emirates Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.04 Citation: Alshamsi, A., Zahavich, A., & El-Farra, S. (2021). Why Graded Assessment for Undergraduates During the

A

An Educator’s Response to COVID-19: Preservice Teachers’ Perspectives on Flipped Distance Education

Author: Osman Çil, Kırşehir Ahi Evran University, Turkey Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.03 Citation: Çil, O. (2021). An Educator’s Response to COVID-19: Preservice Teachers’ Perspectives on Flipped Distance Education, 9(2). https://doi.org/10.22492/ije.9.2.03 Abstract With the COVID-19 pandemic, students and instructors had to carry out lessons with distance education practices, and this sudden change made

T

Teaching Future Educators During a Global Pandemic

Authors: Jacquelynne Anne Boivin, Bridgewater State University, USA Kathryn Welby, Merrimack College, USA Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.02 Citation: Boivin, J. A., & Welby, K. (2021). Teaching Future Educators During a Global Pandemic, 9(2). https://doi.org/10.22492/ije.9.2.02 Abstract While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare

T

The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

Author: Maha Al-Freih, Princess Nourah bint Abdulrahman University, Saudi Arabia Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.01 Citation: Al-Freih, M. (2021). The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study, 9(2). https://doi.org/10.22492/ije.9.2.01 Abstract The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching

I

IAFOR Journal of Education: Volume 9 – Issue 2 – COVID-19: Education Responses to a Pandemic

IAFOR Journal of Education: Volume 9 – Issue 2 – COVID-19: Education Responses to a Pandemic Editor-in-Chief: Yvonne Masters Published: April 2, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.2 Editor’s Introduction Welcome to Volume 9 – Issue 2 – IAFOR Journal of Education: COVID-19: Education Responses to a Pandemic Yvonne Masters, Editor-in-Chief, IAFOR Journal of Education Articles The

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

M

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

Authors Jacqueline Żammit, University of Malta, Malta Email: [email protected] 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.

E

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: [email protected] 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

E

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: [email protected] 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

E

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: [email protected] 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

E

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: [email protected] https://doi.org/10.22492/ije.9.1.05 Citation: Mostajo, S. T., Legaspi, O. M., Camarse, M. G., &

A

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

Author: Chinaza Solomon Ironsi, Near East University, Turkey Email: [email protected] 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

E

Educational Experiences of Adolescent Mothers while Studying College in the Philippines

Author: Ryan Ray G. Gatbonton, Adamson University, Philippines Email: [email protected] 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

S

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: [email protected] 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

U

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

Author: Steve R. Entrich, University of Potsdam, Germany Email: [email protected] 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

S

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: [email protected] 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

I

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

S

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

I

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: [email protected] 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

M

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: [email protected] 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

R

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

Author: Suman Luhach, Bennett University, India Email: [email protected] 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

H

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: [email protected] 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

P

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

Author: Abdul Haiy A. Sali, Philippine Normal University, Manila, Philippines Email: [email protected] 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

A

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

Author: Qi Zhang, Dublin City University, Republic of Ireland Email: [email protected] 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

A

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

Author: Jasvir Kaur Nachatar Singh, La Trobe University, Australia Email: [email protected] 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