The International Education Journal (IEJ): Comparative Perspectives. Volume 14. Number 3. 2015.
The International Education Journal (IEJ): Comparative Perspectives. Volume 14. Number 3. 2015.
Edited by Zane Ma Rhea
ISSN: 1443-1475

International Education Journal: Comparative Perspectives is an international journal for advancing academic quality and rigor in comparative and international education research. It is the official journal of the Australia and New Zealand Comparative and International Education Society (ANZCIES). IEJ seeks to promote discussion of the relationships among educational policy and practice, theory, and cross-disciplinary global studies. A further intent is to integrate research findings from comparative, international, and global issues in education that place particular emphasis on cultural contexts.


  • Teacher perspectives of challenges within the Norwegian Educational system, Sarah K. Anderson, Katherine L. Terras
  • Third space strategists: International students negotiating the transition from pathway program to postgraduate coursework degree, Helen Benzie
  • Progressive educational development in Thailand: A framework for analysis and revision of curriculum development, classroom effectiveness, and teacher performance evaluations, Jason Lee Carter
  • Documenting student engagement using an intention/reflection exercise during an advanced pharmacy practice experience, Kerry K. Fierke, Gardner A. Lepp
  • International professional learning communities: The role of enabling school structures, trust, and collective efficacy, Julie A. Gray, Robert Summers
  • Federal policy to local level decision-making: Data driven education planning in Nigeria, Radhika Iyengar, et al
  • Australian Curriculum implementation in a remote Aboriginal school: A curriculum leader’s search for a transformational compromise, Chloe Parkinson
  • Teacher retention in refugee and emergency settings: The state of the literature, Hannah Reeves Ring, Amy R. West
  • The Views of International Students regarding University Support Services in Australia: A case study, Pam Roberts, Duncan Boldy, Katie Dunworth
  • Improving outcomes for refugee children: A case study on the impact of Montessori education along the Thai–Burma border, Tierney Tobin, et al
  • Under-resourced, undervalued, and underutilized: Making the case for teachers in refugee and emergency contexts, Amy R. West, Hannah Reeves Ring

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