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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    Start date: 2020End date: 2021

    Search Results

    Now showing 1 - 9 of 9
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      Reading in a book: Distance school leadership from contemporary view
      (2021-01-01) AlHariri, Rafeda; Al-Haddad, Sana; Bahrain Teachers College University of Bahrain; Bahrain
      This paper review a chapter from book titled: ”Distance school leadership from contemporary view”by: Dr. Rafeda Al-hariri and Dr. Sana Al-Haddad. This book published in Amman by Ebsar publication in 2021. The book contains ten chapters which talking about the concept and theories of leadership and its role in enhancing the distance learning, also the role of leadership styles in distance learning ,ethics of distance leadership, activating leadership of distance knowledge management ,improving school leadership to achieve distance learning, and the leadership skills in strategic planning for distance education, the role of school leadership in creating the motivation for teachers about distance education. In this paper is a review for chapter ten, which is distance leadership.
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      The Effectiveness of Traits of Speaking Model on Developing Trainee Teachers’ Pedagogical Knowledge and Attitudes
      (2021-01-01) Hussien, Abdelaziz M.; University of Bahrain, Bahrain Suez Canal University, Egypt; Bahrain
      Developing a reference framework is one of the most important approaches that guides teaching, learning and assessment of languages (Council of Europe, 2018). The Communicative Traits Model (Hussien, 2018, 2020) is a framework for teaching, learning, and assessing Arabic language with respect to speaking, writing, reading and listening. This study investigated into the effectiveness of a Traits of Speaking Model - as a part of the Communicative Traits Model - on developing trainee teachers’ pedagogical knowledge and attitudes. The hypothesis is that a Traits of Speaking Model develops a shared vocabulary to improve the trainee teachers’ pedagogical knowledge and skills to teach and assess speaking to primary school students. Mixed methods were used with the trainee teachers in a quasi-experimental repeated measure. 54 participants from Arabic specialization completed a pre and post achievement test and responded to an attitude scale at the end of semester. The results indicated that the Traits of Speaking Model has found effective in developing trainee teachers’ pedagogical knowledge with respect to teaching and assessing of speaking and has a positive impact on the trainee teachers’ attitudes toward using this model for teaching, learning, and assessing of speaking. Further implications for teacher education are discussed.
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      International Best Practices of School Review Processes and Perceptions of Principals on School Outcomes and Improvement
      (2021-01-01) N. K., Malik,; A. A., Al-Hattami,; S. Y., Zayed,; Abdel-Hameed, Faten S. M.; Al-Haddad, S. S.; Abusin, A. A.,; Carino, F. O; English Language Education, Bahrain Teachers College, Manama, Bahrain; Education Studies, Bahrain Teachers College, Manama, Bahrain; Education Studies, Bahrain Teachers College, Manama, Bahrain; Math and Science, Bahrain Teachers College, Manama, Bahrain; Math and Science, Bahrain Teachers College, Manama, Bahrain; Education Studies, Bahrain Teachers College, Manama, Bahrain; English Language Education, Bahrain Teachers College, Manama, Bahrain; Bahrain; Bahrain; Bahrain; Bahrain; Bahrain; Bahrain; Bahrain
      Education plays a vital role in developing nations and laying the foundation for our future. With the onset of 21st century skills, nations across the world have launched a series of national reform initiatives to remodel their education system with the goal of having a national human capital force that competes globally. One key initiative towards this end is to make the reviews and reports on the performance of all education and training providers in the country more authentic and transparent. These kinds of reviews have invariably helped establish a culture of school improvement and quality assurance. The current study explores the best practices in the school review process in select countries and examines in detail, the case of the Kingdom of Bahrain. Since 2008, all government schools in Bahrain have undergone three cycles of inspection by the Education and Training Quality Authority, previously known as the Bahrain Quality Assurance (BQA). The study thus aims to investigate the impact of external reviews on school improvement and how far the BQA aligns with the international school review frameworks and best practices. For the secondary source of data to conduct the qualitative exploration, information was collected from the BQA records available online to identify the patterns of improvements. For the primary source of data to supplement the quantitative explanation, questionnaire was used to elicit perspectives of principals, vice principals, and acting principals on these school reviews. The study is important to the Bahraini government and may provide a model for other countries to improve education.
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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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      Self-Assertivenss and the relationship with Academic Self-Efficacy and Student Engagement of Jordanian Students: A Descriptive, Correlational Study
      (2021-01-01) Damrah, Laila; Arab Open University, Amman, Jordan; Jordon
      This study explored self-assertiveness of Jordanian students and its relationship with student engagement and academic self-efficacy in Arab Open University students. The sample consisted of 35 participants out of 109. Seventy-four students were removed due to the lack of seriousness of the respondents. The Rathus Assertiveness Scale (RAS), Self-efficacy scale by Chen, Gully, and Eden (2001), and the Student Engagement Scale by Gunuc and Kuzu, (2014) were used for data collection. Data was analyzed using means, standard deviations, and t-tests. It was found that there was a positive correlation between student self-efficacy and student engagement and there was also a significant positive correlation between reported self-assertiveness and self-efficacy. There was no significant difference between genders in the reported self-assertiveness measure. Students with the lowest income (less than 200 JDs) reported significantly lower levels of self-assertiveness when compared to the students who reported an income of more than 500 JDs (ps < .032). A significant difference between academic major groups was found, in business administration and education. No other significant differences between groups was found in English literature or computer sciences. A significant difference between students with an ‘acceptable’ and ‘good’ GPA in the levels of self-assertiveness was found. Based on these findings, further research is recommended in using different variables.
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      Twenty First Century Skills
      (2020-01-01) AlHariri, Rafeda; Bahrain Teachers College - University of Bahrain; Bahrain
      This paper presents a summary of a book published by the author in Dar Amjad, Amman, Jordan in 2019 titled “Twenty First Century Skills”. The book contains 9 chapters, the first one talks about importance of education and the basic classification of twenty first century skills. The second chapter indicates the habits of mind and the way we nurture them in our children s’ way of thinking. The rest chapters talked about basics of learning which are the 4CS’ (communication, collaboration, critical thinking and creativity) then the technological literacy, leadership, global and local citizenship, and finally developing the twenty first century teacher. The following pages represent chapter one of the mentioned book.
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      Special Needs Children image in the «Children Literature» An Analytical Research about the Role of Literature in Promoting the Citizenship of People with Special Needs and Motivating Them
      (2020-01-01) Abbas, Abbas AbdelHaleem; Arab Open University; Jordon
      The research deals with studying the image of disabled children in the children literature, and how the writers described them (children with special needs), their humanitarian, social and psychological issues, to draw the attention of society to the humanitarian situation in the absence of it. On this basis, the study seeks to compare specific creative models of written fiction for children, who made a child with special needs, a hero and his character literary work, to identify the future of children with special needs. To understand the perspective of the disabled person towards the society and towards themselves, their pains and hopes. In order to examine the role fiction in highlighting the aspects of citizenship suitable for special needs, and portraying the human and social models the personalities, and to reveal their developments which highlight their abilities, talents, giving’s, and their working on selfdevelopments through authors stories that deal with one or more aspects of their personalities, life, events, and interaction with family, home, neighbourhood, relatives, school and society. The research deals with three issues: 1. The society’s attitude towards special need children and what their image represents 2. The perception of special needs children towards themselves and their differences 3. The role of children’s literature in presenting a special need hero and enhancing his role in participating in the society.
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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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      Critical Extension of World Englishes to World Arabics
      (2020-01-01) Hussien, Abdelaziz M.; Ackley, Starr; Bahrain Teachers College, University of Bahrain, Sakheer, Bahrain; Faculty of Education, Suez Canal University, Ismailia, Egypt; Bahrain Teachers College, University of Bahrain, Sakheer, Bahrain; Bahrain
      This study investigated the impact of a critical view of variation in English on developing a critical view of variation in Arabic among Bahraini trainee teachers. The main focus was to clarify whether or not these critical views of world Englishes transfer to and develop critical views of Arabic as a first language. Bahraini trainee teachers, from the English specialization, participated in focus group discussions and completed an authors-developed survey. Interestingly, the results revealed positive criticality of Arabic as a consequence of training in world Englishes. Most noticeably, participants showed a critical view towards identity as speakers of a Bahraini variety, and developed new understanding of variety in the Arabic language from exposure to variety in English. The results suggest important implications for the diglossic situation in Arabic, the codification of varieties in Arabic, the balance between Arabic and English, bilingualism, and for language choices made in the classroom and school.