IAFOR Journal of Education: Volume 8 – Issue 4 – Studies in Education
Editor: Tony Yeigh
Editor-in-Chief: Yvonne Masters
Published: November 27, 2020
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 education. In this issue, the international “flavour” of the journal is evident, with articles and authors from a wide range of different countries and cultures reporting on research that involves distinctive learning experiences, progressive teaching approaches, matters of educational policy, school leadership, and professional training. In this respect Studies in Education supports the larger mission of the IAFOR Journal of Education to promote the exchange of research and ideas internationally, facilitate inter-cultural awareness, encourage discussion across discipline areas and share new knowledge and information globally.
You will find the scope of coverage for this particular issue is quite broad and innovative, with articles reporting on research that ranges from primary and secondary school studies through to tertiary learning, policy guidance, dissertations and religious influence. These articles also involve a wide range of methods, including narrative and discourse analysis, case studies, phenomenological inquiry, quantitative statistical analysis and mixed methods.
To give you an idea of the breadth of research foci for this issue, there is an investigation into the use of animals to support special or “additional” needs education, an analysis of specific concepts about community within Islamic teaching and learning, a report on the characteristics of successful school principals, a model proposed for supporting autonomous learning, a concept paper proposing analytical indicators to help transition traditional concepts in design education, an examination of linguistic capital, evaluation of a national curriculum, and an exploration of the impact of postgraduate academic failure – plus more!
I wish to thank everyone who submitted to this issue. We received a great many submissions and the excellence of these was generally very good. To those whose submission was not accepted for this issue, I encourage you to use the feedback you have received to revise, or even rewrite, your article and submit again - either to the next issue of Studies in Education, a different, IAFOR Journal of Education issue, or to another Scopus listed journal, as appropriate to the focus of your work. The point is to share your research collegially with other researchers, in order to promote your specific ideas and contributions, and to receive feedback from peers. Together we fill the “gaps”, as well as support one another along the way.
Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan
Bakyt Amirova, Nazarbayev University, Kazakhstan
A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum
Edwin B. Estrera, University of the Philippines Cebu, Philippines
Empowering Adult Immigrant Learners Through Systematic Motivation Work in the Classroom
May Olaug Horverak, Birkenes Adult Learning Centre, Norway
Gerd Martina Langeland, Lillesand Upper Secondary School, Norway
Kedir Diary, Lillesand Adult Learning Centre, Norway
EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning
Tuba Işık, Erzincan Binali Yildirim University, Turkey
Cem Balçıkanlı, Gazi University, Turkey
Academic Failure: Unspoken Experiences by International Postgraduate Students
Jasvir Kaur Nachatar Singh, La Trobe University, Australia
An Issue of Urban/Rural Division? Examining Mongolian Language Education in the IMAR
Qi Zhang, Dublin City University, Republic of Ireland
Pedagogical Praxis: Muslim-Filipino Madrasah Teachers’ Conceptuality of Instructional Process
Abdul Haiy A. Sali, Philippine Normal University, Manila, Philippines
How do Principals of High Performing Schools Achieve Sustained Improvement Results?
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
Recreating Discourse Community for Appropriating HOCs in Law Undergraduates’ Academic Writing
Suman Luhach, Bennett University, India
Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India
Navin Piplani, Ansal University, India
Tejwant Singh Brar, Ansal University, India
Introducing Animal-Assisted Intervention for Special Education in Integrated Farming System
Teh Xian Zhi, Universiti Sains Malaysia, Malaysia
Zalena Abdul Aziz, Universiti Sains Malaysia, Malaysia
Nooriati Taib, Universiti Sains Malaysia, Malaysia
I trust you enjoy this issue of Studies in Education, finding in it novel ideas and perspectives that assist your own thinking and “doing” when it comes to research. When we share ideas together, we build collaborative understanding.
Editor, IAFOR Journal of Education: Studies in Education