10. International Journal of Pedagogical Innovations



e-ISSN: 2210-1543​​
DOI: dx.doi.org/10.12785/ijpi​​​
Managing Editor: FatenS. M. Abdel-Hameed
Email: tijpi@uob.edu.bh ​​
​Frequency: 2 issues annually ​
No Publication fee



IJPI is a half yearly, peer-reviewed publication for educators, aiming to promote educational innovation to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development.

The journal welcomes contributions, in English, from academics, researchers, decision makers, school leaders and education practitioners concerning recent developments in theory and practice, case studies, qualitative and quantitative research, action research, book reviews, commentaries and discussion papers.


Topics: Topics covered include, but are not limited to:

  • Pedagogical innovations in education
  • Innovations in classroom learning, teaching or assessment
  • Curriculum innovations
  • Policies and leadership issues in achieving pedagogical innovation​
  • Cultural, social and change management issues in implementing pedagogical innovation
  • Cost, risk, quality assurance, training and development issues in pedagogical innovation
  • Performance indicators for pedagogical innovation
  • Learning and teaching models and methodologies
  • Students learning evaluation and assessment innovations
  • The role of knowledge management and technology in pedagogical innovations.


    • ​Editor-in-Chief

    ​Lucy Bailey, Dean, Bahrain Teachers College, University of Bahrain


    Managing Editor and Co-Founder

    Faten S. M. Abdel-Hameed, Associate Prof., Bahrain Teachers College, University of Bahrain


    Editorial Board

  • Sana S. Al-Haddad, Assistant Under Secretary for Strategy & Performance
  • Prof. Tharwat Alsakran, American University of Sharjah, UAE
  • Prof. Ghada AbdelHafeez, Arab Open University, Kingdom of Bahrain
  • Dr. Farzana AlMaraghi, Higher Education Council, MOE, Kingdom of Bahrain
  • Dr. Hasan AlWadi, University of Bahrain
  • Dr. Ernest Affari, University of Bahrain
  • Dr. Aysha AlShamsi, Higher College of Technology, UAE
  • Dr. Nidal Alhaj Sleiman, Ulster University, UK
  • Dr. Rania Swalhi, Qatar University, Qatar


    • Advisory Board

  • Prof. Clive Dimmock, University of Glasgow, UK
  • Prof. Marek Teaser, University of Auckland, NZ
  • Prof. Fahad AlShaya, King Saud University, KSA
  • Prof. Saleh Al-Busaidi, Sultan Qaboos University, Oman
  • Prof. Salah A.A. Emara, University College of Bahrain, Kingdom of Bahrain
  • Prof. Amal Al-Saleh, University of Kuwait, Kuwait
  • Dr. Reem AlBuainain, Euro University of Bahrain


    • ​​The International Journal of Pedagogical Innovations, IJPI, accepts contributions in English from academics, researchers, scholars, decision makers, education practitioners, teachers and graduate students in education and related fields. In addition to original qualitative and quantitative research on the recent developments in theory and practice, IJPI welcomes case studies and action research articles, book reviews, commentaries and discussion papers that reflect on frontiers of innovation in education.

    IJPI has a two-stage review process. In the first stage, all manuscripts that are submitted to IJPI go through an initial screening process and are read by two Editorial Board members. Those that pass the first stage are passed on to two or three field experts for review. Authors of manuscripts rejected at this stage will be informed within four weeks of receipt.

    Manuscript will be reviewed within three months of the submission dates. Referees advise the managing editor on the suitability of the manuscript for publication in IJPI. The final decision on publication is made by the Managing Editor upon recommendation of the Editorial Board Members and Peer Reviewers. The final decision will be sent to the author along with any recommendations made by the referees.

    It is the policy of IJPI to consider for publication only manuscripts that are not simultaneously being considered elsewhere.

    Authors are requested to follow the directions presented in the following SPC copyright.pdf ​ and then Submit through "Submission Button"



    IJPI practices a peer review process to screen the submitted manuscripts in order to ensure the quality of the papers accepted for publication. Our referees play an essential role in maintaining the high standards of IJPI.

    All manuscripts are peer reviewed according to the following steps:


    Initial manuscript evaluation ​
    The Managing Editor and members of the Editorial Board evaluate all manuscripts. Those that meet the minimum criteria are passed on to two or three field experts for review. Authors of manuscripts rejected at this stage will be informed within four weeks of receipt.

    Peer Review process

    IJPI employs double- or triple-blind reviewing, where the referees and author(s) remain anonymous throughout the reviewing process. Referees are matched to the paper according to their areas of specialties. Our list of peer reviewers is constantly updated.

    Two independent referees are asked to evaluate the research originality, methodology, ethics and results and academic presentation of the paper, as well as the suitability for the scope of IJPI. Reviewers do not correct language or edit the grammar as part of the peer review process, though poor standards of either may constitute grounds for rejection. Should the two referee reports contradict one another, a third referee will be contacted. Referees may request more than one revision of a manuscript.

    Referees advise the managing editor on the suitability of the manuscript for publication in IJPI, but the editor-in-chief and the managing editor are responsible for the final decision to accept or reject the article. A final decision to accept or reject the manuscript will be sent to the author(s) along with any recommendations made by the referees.

    If you are interested in serving as a reviewer/referee for IJPI, please contact the Managing Editor at tijpi@uob.edu.bh with your full contact information, area of expertise and list of the recent publications. All our referees sign a conflict-of-interest statement. It should be noted that our policy for assigning reviewers is that:
  • Reviewers must not be based at the same institution as the author(s) of the paper.
  • Reviewers must not be based in the same institution as the funding body of the paper.
  • Reviewers must not have been recommended by the author(s) of the paper.


    • Peer reviewers will be acknowledged in an annual statement in the journal if they have reviewed a manuscript in the preceding 12 months. They are also able to cite their work for the International Journal of Pedagogical Innovations as part of their professional development requirements.


    This journal is indexed by these worldwide databases:
    • Google Scholar
    • EBSCO
    • Road - Directory of open access

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    Author: search.filters.author.Maman, Yair

    Search Results

    Now showing 1 - 4 of 4
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      Perspective Coaching and Perspective Psychology as Foundations for Perspective Education and Mindfulness Based Neurodiversity Training (Birth to Career-Readiness)
      (2021-01-01) Maman, Yair; Graduate School of Education, Touro College and University System, New York, NY, USA; USA
      Rigorous national standards for Educator preparation programs (EPPs) are inherently bound by a responsibility to promote and foster critical and analytical thinking. But the current educational system is failing in this realm, as well as failing to recognize neurodiversity and the need for overall wellness in school systems. Utilizing Perspective Coaching, Perspective Psychology and Perspective Education the author tries to shed light on how we can promote critical thinking in training interns to devise perspective education programs, as well as mindfulness and wellness programs that have long lasting impacts. Such training involves three new ways to gain perspective in life and affect the social and political spheres in a positive way. To show how coaching interns can ultimately result in real societal impact and real change this article provides examples of educator preparation activities for equity and mobility aimed at enhancing networking skills during clinical practice in urban communities. The author discusses efforts in training candidates in a hybrid program where online courses are given alongside internships across diverse communities, utilizing satellite locations within ‘closed’ communities to train across community lines. In order to bridge the divide between different communities in New York City (which can be looked at as a microcosm of a global community) the author illustrates how he utilized the three awareness-enhancing approaches (the three tenets of Perspective Coaching) for activities that help candidates from marginalized urban communities envision their best future selves, and ultimately better their own prospects for equity and mobility to augment their confidence level so that they could better engage students and communities over the long-run. In recent years, and even through the coronavirus crisis, such approach allowed candidates to learn from each other (through ‘brain-boosting’ perspective taking activities) by sharing their culturally relevant experiences in a profoundly analytical manner. This is due to the fact that Perspective Coaching was developed as a ‘brain expanding’ professional development experience in diverse settings (educational, business, social) and involves thinking beyond ‘tribal’ lines, with added implications for neuroeducation and neuropolitics. Looking at a bigger picture, the author contends that we need to look at the mind-body connection when employing Neurodiversity training in order to view any educational process, and humanity, from a more mindful place
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      Perspective Coaching with S.T.E.A.M., Neurofeedback, MBSR and Virtual Reality Perspective Taking (VRPT)
      (2020-01-01) Maman, Yair; Heim, Maria; Gardere, Jeffrey; Sharir, Dan; Department of Education, Touro College, New York, NY, USA; Department of Education, Touro College, New York, NY, USA; Department of Osteopathic Medicine, Touro College, New York, NY, USA; Department of Health Sciences, Touro University Worldwide, Los Alamitos, CA, USA; USA; USA; USA; USA
      T Our unique Master of Science in School Counseling academic program is located in New York City and is rooted in community-based counselor training with a focus on culturally relevant social and philosophical concepts. This counselor training framework translates into perspective taking skills that are primarily developed through coaching candidates during their fieldwork experiences. Candidates are trained in various schools of thoughts- to include existential approaches with socio-cultural elements and transactional analysis with cultural scripts- so that they are able to work as part of interdisciplinary teams and engage with local underserved and underrepresented communities. Engaging candidates from graduate level behavioral health training programs in perspective taking has always been a challenge. In this article we discuss some of the challenges in training counselors to work in diverse settings. This article will further discuss how the use of perspective coaching with candidates in our program, in how it is instrumental for their overall personal and professional development. With perspective coaching the candidates also reflect on issues of poverty and violence and on how people have lost perspective of the fact that we need to be living in a functioning society- where now people are seeing happiness as something that happens only personally. Perspective Coaching allows us to put happiness in a new existential light where happiness to one person will mean that others in the community are also treated with basic respect and consideration. We also discuss the need to integrate advanced approaches in Science, Technology, Engineering, Arts and Math (S.T.E.A.M), involving neurofeedback, Mindfulness-Based Stress Reduction (MBSR) and Virtual reality Perspective taking (VRPT). A professional development plan was juxtaposed with a rubric for measuring developmental levels of Perspective Taking and Empathic Understanding. Our preliminary finding show that there is a consensus among course instructors and field supervisors per the need for inter-rater reliability in measuring candidates’ developmental level at the beginning and at the completion of the practical experience. As a result candidates will be coached through perspective taking activities. The coaching will involve both the course instructors and field supervisors in order to develop a professional counselor disposition that is consistent with the social and philosophical concepts within the candidates’ overall developmental plan as well as provides them with unique training for emerging technologies.
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      Attributions on Treatment of Low Socioeconomic Status Clients and Counselor Training for Perspective Taking
      (2019-07-01) Sharir, Dan; Gardere, Jeffrey; Maman, Yair; Department of Health Sciences, Touro College, New York, NY, USA; Department of Osteopathic Medicine, Touro College, New York, NY, USA; Department of Psychiatry, New York Medical College, Valhalla, NY, USA; USA; USA
      As educators of mental health professionals, in medical schools and with devising unique multicultural training in counseling and psychotherapy, we have utilized various perspective taking training methods for students to gain insight into the plight of the ‘other’, specifically, those who are less fortunate in society. We wanted to investigate if the training of counselors and psychotherapists is lacking in this realm, especially when practicing in the real world and with the disadvantaged New York Metropolitan population that we so often intend to serve. We used qualitative research, with Epoche methodology to ensure intercoder relatability, to examine the link between psychotherapists’ social class attributions and their experiences with low socioeconomic status (SES) clients. Interview questions inquired into the attributions of Ten (10) psychotherapists with different training levels concerning social class and treatment outcomes. Results revealed that psychotherapists view the issue of poverty from a situational or attributional perspective. That meant that psychotherapists might view clients as responsible for living in poverty and might not be empathetic to the clients. Based on our findings we hope that measures are taken by our colleagues (across the USA and internationally) to enhance perspective taking activities within curriculums.
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      School Counseling and Social Entrepreneurship
      (University of Bahrain, 2013) Gardere, Jeffery; Maman, Yair; Sharir, Dan
      School counselors are the pupil personnel service providers in the school who are responsible for individual and group counseling and consultancy work, all of which require networking collaboratively with administrators, teachers, parents, and the community. Given this context, it is argued that a social entrepreneurship approach is beneficial, in particular for school counselors, who are in a unique position to span the boundaries of their organizations and engage with the larger community. This article examines the work done by interns in a school counseling training program in several New York City high schools. While mainly providing mental health care, they are also engaged in a variety of projects to improve the lives of their students. Their services and activities are evaluated to identify correspondences with social entrepreneurship.