Journal Category: IAFOR Journal of Education

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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

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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: [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

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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: [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

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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: [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

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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

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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: [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

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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: [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

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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: [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

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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: [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

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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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected] 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

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Service-Learning as Global Citizenship Education: Acting Locally on Global Challenges and Concerns

Author: Genejane M. Adarlo, Ateneo de Manila University, Philippines Email: [email protected] Published: September 11, 2020 https://doi.org/10.22492/ije.8.3.01 Citation: Adarlo, G. M. (2020). Service-Learning as Global Citizenship Education: Acting Locally on Global Challenges and Concerns. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.01 Abstract Service-learning is a method of teaching that is increasingly used in higher education.

Welcome to JoE Undergraduate Education

Welcome to Volume 8 – Issue 3 – IAFOR Journal of Education: Undergraduate Education

As we embark on the first issue of Undergraduate Education for the IAFOR Journal of Education, I am reminded of the changes that we have experienced in our universities and colleges over the last fifty years; and at the same time, I see what has stayed the same. Our academic objectives for students have been,

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IAFOR Journal of Education: Volume 8 – Issue 3 – Undergraduate Education

IAFOR Journal of Education: Volume 8 – Issue 3 – Undergraduate Education Editor: Joseph (José) McClanahan Editor-in-Chief: Yvonne Masters Published: September 11, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.3 Editor’s Introduction Welcome to Volume 8 – Issue 3 – IAFOR Journal of Education: Undergraduate Education Dr Joseph (José) McClanahan Articles Service-Learning as Global Citizenship Education: Acting Locally on

Welcome to Volume 8 – Issue 2 – IAFOR Journal of Education:Technology in Education

Welcome to the IAFOR Journal of Education’s inaugural Technology in Education issue. While the Journal structure may be slightly altered at times, our commitment to interdisciplinary, international, intercultural, quality manuscripts remains. As editor, I rely heavily on an extensive group including the editor-in-chief, two associate editors, and an incredible team of reviewers. I am truly

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Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education

Author: Beth Tillinghast, University of Hawaii at Manoa, USA Email: [email protected] https://doi.org/10.22492/ije.8.2.09 Citation: Tillinghast, B. (2020). Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.09 Abstract There is a growing trend in higher education to explore the various benefits of Open Educational Resources.

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Training Factors as Predictors of Students’ Self-Efficacy Beliefs for Online Journalism Practice

Author: Joseph Njuguna, University of Rwanda, Rwanda Email: [email protected] https://doi.org/10.22492/ije.8.2.08 Citation: Njuguna, J. (2020). Training Factors as Predictors of Students’ Self-Efficacy Beliefs for Online Journalism Practice. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.08 Abstract The advent of Internet technologies has heralded new skill demands in the media industry. Since journalism education mainly takes

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Teacher Candidate Reflection and Development Through Virtual Exchange

Authors: Chesla Ann Lenkaitis, Binghamton University, State University of New York, USA Shannon M. Hilliker, Binghamton University, State University of New York, USA Kayla Roumeliotis, Teachers College at Columbia University, United States Email: [email protected] https://doi.org/10.22492/ije.8.2.07 Citation: Lenkaitis, C. A., Hilliker, S. M., & Roumeliotis, K. (2020). Teacher Candidate Reflection and Development Through Virtual Exchange. IAFOR

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Digital Skills at Divine Word University, Papua New Guinea

Authors: Iwona Kolodziejczyk, Divine Word University, Papua New Guinea Philip Gibbs, Divine Word University, Papua New Guinea Cecilia Nembou, Divine Word University, Papua New Guinea Maria Rodina Sagrista, Divine Word University, Papua New Guinea Email: [email protected] Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.06 Citation: Kolodziejczyk, I., Gibbs, P., Nembou, C., & Sagrista, M. R. (2020). Digital Skills

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Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Authors: Marissa R. Fearnley, De La Salle-College of Saint Benilde Manila, Philippines Johnny T. Amora, De La Salle-College of Saint Benilde Manila, Philippines Email: [email protected] Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.05 Citation: Fearnley, M. R., & Amora, J. T. (2020). Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model. IAFOR Journal of