Waikato Journal of Education

Current Issue

Vol 27 No 2 (2022)
Published September 8, 2022

The Waikato Journal of Education is a well-regarded peer-reviewed journal. Since the first publication in 1995, the journal has made a major contribution to the scholarship on a wide range of topics in the field of education, particularly issues connected to curriculum, learning and teaching. Articles have included reports on educational research and practice and viewpoints on education policies, theories and practices.

Issues often have a special focus. Previous special issues and sections have included creative research in the arts; Pacific education: research and practice; bodies in motion; theorising pedagogy; Māori culture and education; teacher education, curriculum, ethics and tertiary education; educational leadership; and new voices in ethnography. The journal appeals to a diverse readership that includes academics, graduate students, teachers across all sectors from early childhood to tertiary, policymakers and the public.

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Special Issue: Navigating unexpected terrain in postgraduate research:

Hossein Hosseini, Laura Gurney
1-5
Conceptualising “unexpectedness” during the doctorate: Reflections from the field
https://doi.org/10.15663/wje.v27i2.1002
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Nicolina Newcombe, Kerry Earl Rinehart
7-10
On the doctoral journey: An introduction to articles in this issue
https://doi.org/10.15663/wje.v27i2.1003
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Thomas Everth
11-17
On Snakes and Ladders: Ontological detours into quantum physics from my PhD in education
https://doi.org/10.15663/wje.v27i2.919
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Hossein Hosseini
19-25
Contestations over Hijrat and postcoloniality: Forming a theoretical framework for the doctoral journey
https://doi.org/10.15663/wje.v27i2.943
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Nicolina Newcombe
27-32
Reflecting on an unexpected challenge in obtaining ethical approval for research with adults with learning disabilities
https://doi.org/10.15663/wje.v27i2.920
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Devendra Adhikari
33-39
'Being' with research participants: Experiences of doing narrative research in the Covid-19 pandemic
https://doi.org/10.15663/wje.v27i2.922
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Eric Adjei Baah
41-45
Navigating participant apprehension: A case of investigating the teaching of Literature in English (LiE) in Ghana
https://doi.org/10.15663/wje.v27i2.935
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Devika Rathore
47-51
Overcoming data collection challenges and establishing trustworthiness: The need for flexibility and responsiveness in research
https://doi.org/10.15663/wje.v27i2.932
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Jia Rong Yap
53-57
Navigating (mis)assumptions in exploring teachers’ knowledge and practice of multiliteracies pedagogy
https://doi.org/10.15663/wje.v27i2.925
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Nutthida Tachaiyaphum
59-64
The global pandemic and a shift in research methods: Applying digital-based methods to educational research in applied linguistics
https://doi.org/10.15663/wje.v27i2.921
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Sharuda Saeed
65-71
Online action research in the Maldives amidst the Covid-19 pandemic: Unexpected challenges
https://doi.org/10.15663/wje.v27i2.926
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Emela Achu Fenmachi
73-78
New approaches to data collection with research participants: Distance learning in Cameroon
https://doi.org/10.15663/wje.v27i2.933
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Mairaj Jafri
79-84
Addressing issues of missing values in the survey research of high school mathematics teachers' digital competencies
https://doi.org/10.15663/wje.v27i2.936
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Zahra Mohamed
85-90
Contending with the unforeseen “messiness” of the qualitative data analysis process
https://doi.org/10.15663/wje.v27i2.945
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Julie Hest
91-95
An unexpected journey: From typing to dictating a thesis
https://doi.org/10.15663/wje.v27i2.929
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Atif Khalil
97-101
Challenges in doctoral socialisation: A researcher’s reflective experience
https://doi.org/10.15663/wje.v27i2.927
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Renée Gilgen
103-108
Afterword: On the unexpected challenges of doctoral studies in Aotearoa New Zealand: An indigenous Māori perspective
https://doi.org/10.15663/wje.v27i2.1001
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