International Journal of Contemporary Education

2019 - 2024

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Volume 2, issue 2, 2019

The Use of Arabic (L1) in the EFL Classrooms: How Do Umm Al-Quwain Teachers and Students Perceive It? pp. 1-26

Mohammed Hamid Al-Ta’ani

Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context pp. 27-37

Yu Han, Xiaoyan Ji and Jinghe Han

Using Cognitive Neuroscience Principles to Design Efficient Reading Programs: Case Studies from India and Malawi Cognitive Neuroscience to Design Literacy Programs pp. 38-51

Radhika Iyengar

Moral Education for Structural Change pp. 52-60

Howard Richards and Sarah L. Watson

Differentiated Instruction: The Effect on Learner’s Achievement in Kindergarten pp. 61-92

Mazen Kotob and Doha Arnouss

Helping Preservice Secondary Mathematics Teachers Construct Pedagogical Content Knowledge pp. 93-99

Su Liang

Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students pp. 100-121

Tan Xin Yu and Wan Muna Ruzanna Wan Mohammad

Does A Human Resource Effect of Job Satisfaction of Teachers? A Case Study of Education Institutions in Punjab, Pakistan pp. 122-129

Amir Saif, Tehmina Javed, Muhammad Nauman Mirza Fca and Iqra Touqeer

Orthography Analysis-Spanish Graphical Accentuation Setting pp. 130-137

Joel Laffita Rivera

Understanding In-service Reading Teacher Efficacy pp. 138-147

Barbara Wissink

Volume 2, issue 1, 2019

Contemporary Challenges for the Academic pp. 1-8

Carlos Miguel Ferreira and Sandro Serpa

Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom pp. 9-16

David M. Jeffrey and Renee M. Clark

A Bidirectional Study of the Earlier Acquisition of Dative Structures in English and Arabic pp. 17-25

Anwar Saad Aljadani

Courtroom Questioning Adapted to Institutional Power pp. 26-32

Haijuan Hu

Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms pp. 33-42

Kathleen I. Harris

Pursuing Cross-Cultural Pedagogical Success in China pp. 43-49

William E. Allen

Cloze Test and C-test Revisited: Appraising Collocational Competence on Second Language Learners’ Performance pp. 50-57

Mustapha Hajebi and Hosna Zarei

Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa pp. 58-71

Feruz Abdurahman Mohammed

Science Teacher Preparation: Themes of Exemplary STEM Inquiry Instruction pp. 72-77

Liping Wei and Teresa LeSage-Clements

The Acquisition of Grammatical Gender in Arabic Demonstratives by English Native Speakers pp. 78-86

Anwar Saad Aljadani