Journal Category: IAFOR Journal of Education

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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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Students with a foreign background in Italian Initial Vocational Education and Training (IVET) and the access to Italian as Second Language

Author: Luisa Daniele, ISFOL, National Institute of Research on VET and Labour Market, 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

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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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Editors & Reviewers

Information about the IAFOR Journal of Education issues’ Editors, Boards & Reviewers

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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,

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Examining the Effects of Two Computer Programming Learning Strategies: Self-Explanation versus Reading Questions and Answers

Author: Nancy Lee, Academic Concepts Educational Solutions (ACES), United States of America Eunsook Hong, University of Nevada, United States of America E-mail: nancylee999@gmail.com Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.03 Citation: Lee, N., & Hong, E. (2017). Examining the Effects of Two Computer Programming Learning Strategies: Self-Explanation versus Reading Questions and Answers. IAFOR Journal of Education, 5(SI).

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Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development

Authors: Mark Ragg, Eastern Michigan University, United States of America James Piers, Hope College, United States of America E-mail: mark.ragg@emich.edu Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.02 Citation: Ragg, M., & Piers, J. (2017). Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.02 Abstract In the past decade, health

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CALL to Arms: Generations Clash over Digital Technology in the Foreign Language Classroom

Author: Sandor Danka, Assumption University, Thailand E-mail: s.danka.tl@gmail.com Published: August 16, 2017 https://doi.org/10.22492/ije.5.si.01 Citation: Danka, S. (2017). CALL to Arms: Generations Clash over Digital Technology in the Foreign Language Classroom. IAFOR Journal of Education, 5(SI). https://doi.org/10.22492/ije.5.si.01 Abstract Is a smart phone a toy or a tool? Students can’t get enough of it – after all,

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IAFOR Journal of Education: Volume 5 – Special Issue

IAFOR Journal of Education: Volume 5 – Special Issue – Summer 2017 Editor: Bernard Montoneri, National Chengchi University, Taiwan Published: August 16, 2017 ISSN: 2187-0594 https://doi.org/10.22492/ije.5.si Articles CALL to Arms: Generations Clash over Digital Technology in the Foreign Language Classroom Sandor Danka, Assumption University, Thailand Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence

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Japanese University Athletes’ Dilemma: Study, Sport Performance, or Both

Author: Yoshihiko Yamamoto, Shizuoka University, Japan Email: auyamayoshi@yahoo.co.jp Published: March 2016 https://doi.org/10.22492/ije.4.1.08 Citation: Yamamoto, Y. (2016). Japanese University Athletes’ Dilemma: Study, Sport Performance, or Both. IAFOR Journal of Education, 4(1). https://doi.org/10.22492/ije.4.1.08 Abstract The aims of this study were to investigate the Japanese university athletes’ dilemma of managing both study and sport performance effectively, and to

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Exemplary Chinese University Professors: Qualities and Impact on Students

Authors: Eugene P. Kim, Concordia University Irvine, China Mathias Olson, Tathva International School, Japan Email: eugene.kim@cui.edu Published: March 2016 https://doi.org/10.22492/ije.4.1.07 Citation: Kim, E. P., & Olson, M. (2016). Exemplary Chinese University Professors: Qualities and Impact on Students. IAFOR Journal of Education, 4(1). https://doi.org/10.22492/ije.4.1.07 Abstract This study focuses on the qualities of Chinese university professors as

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Teacher’s Influence Scale from their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System

Author: Valbona Nathanaili, University of Tirana, Albania Email: valbona.nathanaili@uet.edu.al Published: March 2016 https://doi.org/10.22492/ije.4.1.06 Citation: Nathanaili, V. (2016). Understanding Student Attitudes about Distance Education: The Importance of Excitement and Fear. IAFOR Journal of Education, 4(1). https://doi.org/10.22492/ije.4.1.06 Abstract This article aims to evaluate the relation between school performance and the Teacher’s Influence Scale on certain issues from

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Understanding Student Attitudes about Distance Education: The Importance of Excitement and Fear

Authors: Esther Smidt, Jennifer Bunk, Rui Li, Ashley McAndrew & Matthew Florence, West Chester University, United States of America Email: CSmidt@wcupa.edu Published: March 2016 https://doi.org/10.22492/ije.4.1.05 Citation: Smidt, E., Bunk, J., Li, R., McAndrew, A., & Florence, M. (2016). Understanding Student Attitudes about Distance Education: The Importance of Excitement and Fear. IAFOR Journal of Education, 4(1).