Journal Category: IAFOR Journal of Education

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German and Japanese Education in the Shadow – Do Out-of-School Lessons Really Contribute to Class Reproduction?

Author: Steve R. Entrich, University of Potsdam, Germany Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.01 Citation: Entrich, S. R. (2014). German and Japanese Education in the Shadow – Do Out-of-School Lessons Really Contribute to Class Reproduction? IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.01 Abstract Considering the great impact the first PISA-results caused in Germany and Japan, this

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Bildungskrise – PISA and the German Educational Crisis

Author: Wolfgang Odendahl, National Taiwan University, Taiwan Email: [email protected] Published: March 2017 https://doi.org/10.22492/ije.5.1.11 Citation: Odendahl, W. (2017). Bildungskrise – PISA and the German Educational Crisis. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.11 Abstract After consistently bad results in every PISA test (Programme for International Student Assessment) and an accompanying prediction of lack of skills in its

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English, Education, and Globalisation: A Bangladesh Perspective

Authors: Mohammad Akteruzzaman, Sheikh Fazilatunnesa Mujib University, Bangladesh Rakibul Islam, Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Bangladesh Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.10 Citation: Akteruzzaman, M., & Islam, R. (2017). English, Education, and Globalisation: A Bangladesh Perspective. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.10 Abstract As a third world country and a former

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Orchestrating French Music Conservatories: European Political Interventions and Local Governance

Author: Elena Raevskikh, Centre Norbert Elias, France Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.09 Citation: Raevskikh, E. (2017). Orchestrating French Music Conservatories: European Political Interventions and Local Governance. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.09 Abstract Supported by the omnipresent State in the past, French music education leans increasingly towards a more liberal and competitive model.

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Facebook Posts as Complementary Teaching Material for a French University Course in Taiwan

Author: Bernard Montoneri, Tamkang University, Taiwan Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.08 Citation: Montoneri, B. (2017). Facebook Posts as Complementary Teaching Material for a French University Course in Taiwan. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.08 Abstract A growing number of instructors use information and communications technology (ICT) inside and outside the classroom to teach

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A Survey of the University Students’ Perspectives about Using Digital Technologies in Education: Zimbabwean Case

Authors: Sibusisiwe Dube & Elsje Scott, University of Cape Town, South Africa Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.07 Citation: Dube, S., & Scott, E. (2017). A Survey of the University Students’ Perspectives about Using Digital Technologies in Education: Zimbabwean Case. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.07 Abstract This study investigated the perspectives of university

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Rehabilitating Ex-Offenders Through Non-Formal Education in Lesotho

Author: Nomazulu Ngozwana, University of South Africa, South Africa Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.06 Citation: Ngozwana, N. (2017). Rehabilitating Ex-Offenders Through Non-Formal Education in Lesotho. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.06 Abstract This paper reports on the rehabilitation of ex-offenders through non-formal education. It examines how non-formal education has addressed the ex-offenders’ adaptive

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SMART Teaching in New and Old Classrooms

Authors: Gunter Saunders, University of Westminster, United Kingdom Federica Oradini, University of Westminster, United Kingdom Mark Clements, University of Lincoln, United Kingdom Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.05 Citation: Saunders, G., Oradini, F., & Clements, M. (2017). SMART Teaching in New and Old Classrooms. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.05 Abstract The University of

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Applying the CREAM Strategy for Coaching Teaching Practices

Author: Marine Milad, Arab Open University, Kuwait Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.04 Citation: Milad, M. (2017). Applying the CREAM Strategy for Coaching Teaching Practices. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.04 Abstract Monitoring and evaluating staff tutors necessitates constant follow-up to ensure that they are in line with the University’s mission and vision. This

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Mikhail Geraskov (1874–1957) Methodological Concepts of Learning Physics

Author: Mariyana Ilieva, University St. Kliment Ohridski, Bulgaria Published: February 2014 https://doi.org/10.22492/ije.2.1.08 Citation: Ilieva, M. (2014). Mikhail Geraskov (1874–1957) Methodological Concepts of Learning Physics. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.08 Abstract Mikhail Geraskov is a distinguished Bulgarian educator from the first half of the twentieth century, who developed the scientific foundations of didactics and methodology

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Measuring Diversity in Higher Education Institutions: A Review of Literature and Empirical Approaches

Authors: Ferdi Widiputera, Maastricht University, The Netherlands Kristof De Witte, KU Leuven, Belgium & Maastricht University, The Netherlands Wim Groot, Maastricht University & University of Amsterdam, The Netherlands Henriëtte Maassen van den Brink, Maastricht University & University of Amsterdam, The Netherlands Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.03 Citation: Widiputera, F., De Witte, K., Groot,

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Exploring Major Predictors of Student Satisfaction: An Input towards a Learning-Friendly School Environment

Authors: Marilyn L. Balmeo, Allan B. Castro, Kristine Joy T. Caplis, Kizzylenn N. Camba, Jahziel Gillian M. Cruz, Marion G. Orap, & Joroma Sol T. Cabutotan, Saint Louis University, Philippines Published: February 2014 https://doi.org/10.22492/ije.2.1.07 Citation: Balmeo, M. L., Castro, A. B., Caplis, K. J. T., Camba, K. N. et al. (2014). Exploring Major Predictors of

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To What Degree Are Undergraduate Students Using Their Personal Computers to Support Their Daily Study Practices?

Authors: KwongNui Sim & Russell Butson, University of Otago, New Zealand Published: February 2014 https://doi.org/10.22492/ije.2.1.06 Citation: Sim, K., & Butson, R. (2014). To What Degree Are Undergraduate Students Using Their Personal Computers to Support Their Daily Study Practices? IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.06 Abstract This scoping study examines the degree to which twenty two

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Respond to Diversity: Graduate Minority Students’ Perceptions on Their Learning Experiences in an American University

Author: Huanshu Yuan, University of Washington, United States of America Email: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.02 Citation: Yuan, H. (2017). Respond to Diversity: Graduate Minority Students’ Perceptions on Their Learning Experiences in an American University. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.02 Abstract The increasing population of minority students in higher education in the United

“I Prefer to Think for Myself”: Upper Secondary School Pupils’ Attitudes towards Computer-Based Spanish Grammar Exercises

Author: Kent Fredholm, Stockholm University, Sweden Published: February 2014 https://doi.org/10.22492/ije.2.1.04 Citation: Fredholm, K. (2014). “I Prefer to Think for Myself”: Upper Secondary School Pupils’ Attitudes towards Computer-Based Spanish Grammar Exercises. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.04 Abstract There is an increasing pressure from school leaders in many countries for teaching to be based solely on

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Human Resource Management Strategies and Teacher’s Efficiency within Schools: A Co-relational Study

Author: Kiran Hashmi, Notre Dame Institute of Education, Pakistan Published: February 2014 https://doi.org/10.22492/ije.2.1.03 Citation: Hashmi, K. (2014). Human Resource Management Strategies and Teacher’s Efficiency within Schools: A Co-relational Study. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.03 Abstract The aim of the paper is to study Human Resource Management and Development (HRMD) strategies and their effect on

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Student Attitudes about Distance Education: Focusing on Context and Effective Practices

Authors: Esther Smidt, Jennifer Bunk, Bridget McGrory, Rui Li & Tanya Gatenby, West Chester University, United States of America Published: February 2014 https://doi.org/10.22492/ije.2.1.02 Citation: Smidt, E., Bunk, J., McGrory, B., Li, R., & Gatenby, T. (2014). Student Attitudes about Distance Education: Focusing on Context and Effective Practices. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.02 Abstract There

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Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools

Authors: Henning Breuer, UX Berlin Innovation Consulting, Germany Heinrich Schwarz, Schwarz Innovation, Germany Kristina Feller, Telekom Innovation Laboratories, Germany Mitsuji Matsumoto, NTT Labs, Japan Published: February 2014 https://doi.org/10.22492/ije.2.1.01 Citation: Breuer, H., Schwarz, H., Feller, K., & Matsumoto, M. (2014). Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools. IAFOR Journal of Education, 2(1).

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Towards Building Science Teachers’ Understandings of Contemporary Science Practices

Authors: Greg Lancaster, Deborah Corrigan, Lisa Fazio, Joanne Burke & David Overton, Monash University, Australia E-mail: [email protected] Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.01 Citation: Lancaster, G., Corrigan, D., Fazio, L., Burke, J., & Overton, D. (2017). Towards Building Science Teachers’ Understandings of Contemporary Science Practices. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.01 Abstract Faculties of Education and

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Teaching Improvement Model Designed with DEA Method and Management Matrix

Author: Bernard Montoneri, Providence University, Taiwan Published: February 2014 https://doi.org/10.22492/ije.2.1.05 Citation: Montoneri, B. (2014). Teaching Improvement Model Designed with DEA Method and Management Matrix. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.05 Abstract This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and

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Using a Blog to Facilitate Extensive Reading: An Exploratory Study

Authors: Magdalene Meow Khee Chew & Catherine Cheng Kiat Lee, Taylor’s University, Malaysia Published: May 2013 https://doi.org/10.22492/ije.1.1.06 Citation: Chew, M. M. K., & Lee, C. C. K. (2013). Using a Blog to Facilitate Extensive Reading: An Exploratory Study. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.06 Abstract Research shows that extensive reading (ER) has many benefits for

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Reflections on the Final Year Learning Experience – Designing a Capstone Experience

Authors: Keith Thomas, Kin Chi Wong, Yi Ching Li & Ching Yan Hung, Chinese University of Hong Kong, Hong Kong Published: May 2013 https://doi.org/10.22492/ije.1.1.05 Citation: Thomas, K., Wong, K. C., Li, Y. C., & Hung, C. Y. (2013). Reflections on the Final Year Learning Experience – Designing a Capstone Experience. IAFOR Journal of Education, 1(1).

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Practical Consideration of Pair Problem Solving in Computer Literacy Education

Authors: Yoshihiko Oya, Nagoya University of Foreign Studies, Japan Kimiko Uchida, Nagoya University of Arts and Sciences, Japan Published: May 2013 https://doi.org/10.22492/ije.1.1.04 Citation: Oya, Y., & Uchida, K. (2013). Practical Consideration of Pair Problem Solving in Computer Literacy Education. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.04 Abstract Direct instruction to students enrolled in a computer literacy

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A Methodology to Develop Ontologies for Emerging Domains

Author: Chai Meenorngwar, Valaya Alongkorn Rajabhat University under the Royal Patronage, Thailand Published: May 2013 https://doi.org/10.22492/ije.1.1.02 Citation: Meenorngwar, C. (2013). A Methodology to Develop Ontologies for Emerging Domains. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.02 Abstract The characteristic of complex, dynamic domains, such as an emerging domain, is that the information necessary to describe them is

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Are Standards-Based Quality Systems a Threat to the Internationalization of Teaching and Learning?

Author: Scott Thompson-Whiteside, Swinburne University of Technology, Australia Published: May 2013 https://doi.org/10.22492/ije.1.1.01 Citation: Thompson-Whiteside, S. (2013). Are Standards-Based Quality Systems a Threat to the Internationalization of Teaching and Learning? IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.01 Abstract This paper explores the current shift in Australia’s higher education system moving to a more explicit, standards-based quality system

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Evaluation of Teaching Performance of English Courses by Applying Data Envelopment Analysis and Two-Phase Segmentation

Author: Bernard Montoneri, Providence University, Taiwan Published: May 2013 https://doi.org/10.22492/ije.1.1.03 Citation: Montoneri, B. (2013). Evaluation of Teaching Performance of English Courses by Applying Data Envelopment Analysis and Two-Phase Segmentation. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.03 Abstract Effective teaching performance is a crucial factor contributing to students’ learning improvement. Students’ ratings of teachers at the end

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Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning

Authors: Baylie Hart Clarida, Milena Bobeva, Maggie Hutchings & Jacqui Taylor, Bournemouth University, United Kingdom Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.06 Citation: Clarida, B. H., Bobeva, M., Hutchings, M., & Taylor, J. (2015). Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning. IAFOR Journal of Education,

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IAFOR Journal of Education: Volume 5 – Issue 1

IAFOR Journal of Education: Volume 5 – Issue 1 Editor: Bernard Montoneri, Tamkang University, Taiwan Published: March 1, 2017 ISSN: 2187-0594 https://doi.org/10.22492/ije.5.1 Articles Towards Building Science Teachers’ Understandings of Contemporary Science Practices Greg Lancaster, Deborah Corrigan, Lisa Fazio, Joanne Burke & David Overton, Monash University, Australia Respond to Diversity: Graduate Minority Students’ Perceptions on Their

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A Study of Comparatively Low Achievement Students’ Bilingualized Dictionary Use and Their English Learning

Author: Chen Szu-An, Wenzao Ursuline University of Languages, Taiwan Email: [email protected] Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.09 Citation: Chen, S.-A. (2016). A Study of Comparatively Low Achievement Students’ Bilingualized Dictionary Use and Their English Learning. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.09 Abstract This study investigates bilingualized dictionary use of Taiwanese university students. It aims to examine

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Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Authors: Yang Wang, University of South Carolina, United States of America Chao Liu, Dongbei University of Finance and Economics, China Email: [email protected] Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.08 Citation: Wang, Y., & Liu, C. (2016). Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom. IAFOR Journal of Education, 4(2).