Tag: rural education

Now Published: Volume 10 – Issue 3 – IAFOR Journal of Education – Studies in Education

Welcome to the Studies in Education Issue IAFOR Journal of Education: Volume 10 – Issue 3 – Studies in Education Editor: Pearl Subban, Monash University, Australia Editor-in-Chief: Joseph Haldane Published: December 4, 2022 ISSN: 2187-0594 https://doi.org/10.22492/ije.10.3 Greetings readers! So much of our world has changed. Human interaction has been profoundly impacted by the global pandemic,

Welcome to Volume 10 – Issue 3 – IAFOR Journal of Education: Studies in Education

Greetings readers! So much of our world has changed. Human interaction has been profoundly impacted by the global pandemic, and political shifts across the globe have altered the way we think and operate. These global movements and shifting thinking have resulted in a progressive awareness of how socially equitable and socially just frameworks should influence

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Teacher Futures: Global Reaction to Teacher Shortages in Rural Locations

  Authors: Robert Mitchell, University of Colorado Springs, United States of America Patrick Hampton, The University of Notre Dame Australia, Australia Robinson Mambwe, University of Zambia, Zambia Email: [email protected] Published: December 4, 2022 https://doi.org/10.22492/ije.10.3.01 Citation: Mitchell, R., Hampton, P., & Mambwe, R. (2022). Teacher Futures: Global Reaction to Teacher Shortages in Rural Locations. IAFOR Journal of

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IAFOR Journal of Education: Volume 10 – Issue 3 – Studies in Education

IAFOR Journal of Education: Volume 10 – Issue 3 – Studies in Education Editor: Pearl Subban Editor-in-Chief: Joseph Haldane Published: December 4, 2022 ISSN: 2187-0594 https://doi.org/10.22492/ije.10.3 Editor’s Introduction Welcome to Volume 10 – Issue 3 – IAFOR Journal of Education: Studies in Education Pearl Subban, Monash University, Australia Articles Teacher Futures: Global Reaction to Teacher

Now Published: Volume 10 – Issue 1 – IAFOR Journal of Education – Language Learning in Education

Welcome to the Language Learning in Education issue IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Associate Editors: Hasan Al-Wadi, & Murielle El Hajj Nahas Editor-in-Chief: Joseph Haldane Published: May 27, 2022 ISSN: 2187-0594 https://doi.org/10.22492/ije.10.1 Multilingualism, second language acquisition, and second language learning continue to take

Welcome to Volume 10 – Issue 1 – IAFOR Journal of Education: Language Learning in Education

Greetings readers! Since the last issue of the IAFOR Journal of Education: Language Learning in Education, much continues to change for most of the world. As the COVID-19 worldwide pandemic diminishes its onslaught in some areas, it becomes more prevalent in other countries. Individuals from every country have witnessed the damage and loss inflicted by

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Factors Obstructing English Teaching Effectiveness: Teacher Voices from Thailand’s Deep South

  Authors: Muhammadafeefee Assalihee, Prince of Songkla University, Pattani, Thailand Yusop Boonsuk, Prince of Songkla University, Pattani, Thailand Email: [email protected] Published May 27, 2022 https://doi.org/10.22492/ije.10.1.08 Citation: Muhammadafeefee, A., & Boonsuk, Y. (2022). Factors Obstructing English Teaching Effectiveness: Teacher Voices from Thailand’s Deep South. IAFOR Journal of Education, 10(1). https://doi.org/10.22492/ije.10.1.08 Abstract Administering English language teaching (ELT)

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IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education

IAFOR Journal of Education: Volume 10 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Editor-in-Chief: Joseph Haldane Published: May 27, 2022 ISSN: 2187-0594 https://doi.org/10.22492/ije.10.1 Editor’s Introduction Welcome to Volume 10 – Issue 1 – IAFOR Journal of Education: Language Learning in Education Melinda Cowart, Texas Woman’s University, USA Articles The Effect of