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Publisher: Hipatia Press   (Total: 14 journals)   [Sort by number of followers]

Showing 1 - 14 of 14 Journals sorted alphabetically
BR::AC - Barcelona, Research, Art, Creation     Open Access   (Followers: 5)
C&SC - Communication & Social Change     Open Access   (Followers: 5)
G√ČNEROS - Multidisciplinary J. of Gender Studies     Open Access   (Followers: 4)
HSE - Social and Education History     Open Access   (Followers: 3)
IJEM - Intl. J. of Educational Leadership and Management     Open Access   (Followers: 11)
Intl. J. of Educational Psychology     Open Access   (Followers: 15)
Intl. J. of Sociology of Education     Open Access   (Followers: 5)
J. of Deliberative Mechanisms in Science     Open Access  
Masculinities & Social Change     Open Access   (Followers: 4)
Multidisciplinary J. of Educational Research     Open Access   (Followers: 3)
Qualitative Research in Education     Open Access   (Followers: 10)
RASP - Research on Ageing and Social Policy     Open Access   (Followers: 5)
REDIMAT : J. of Research in Mathematics Education     Open Access   (Followers: 3)
RIMCIS : Intl. and Multidisciplinary J. of Social Sciences     Open Access   (Followers: 1)
Journal Cover Qualitative Research in Education
  [10 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2014-6418
   Published by Hipatia Press Homepage  [14 journals]
  • Motivation, Challenges, Support (MCS) Cycle Model for the Development of
           PBL Tutors

    • Authors: Costas S. Constantinou, Stella A. Nicolaou
      Pages: 1 - 35
      Abstract: Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challenges, Support (MCS) Cycle Model” for the development of PBL tutors.
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3064
      Issue No: Vol. 7, No. 1 (2018)
  • Full Issue 7(1)

    • Authors: QRE Editors
      Pages: 1 - 117
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3339
      Issue No: Vol. 7, No. 1 (2018)
  • "To Be" as a Project: an Autoethnography of the Vital Project Construction
           Process for a Physical Education Teacher

    • Authors: Irene López Secanell
      Pages: 36 - 63
      Abstract: This essay has the purpose of analyzing the development of my vital project as a Physical Educations teacher. It has been designed using the qualitative methodology through a reflexive auto ethnography with the biographical accounts that I had developed for the past 7 years. The categories that structure the results correspond to the stages that according to Romero (2004) are necessary to reach the vital project: “Reconnaissance stage”, “Crystallisation stage”, “Specification stage” and “Fulfilment stage”. The analysis confirms that going through all of these stages has allowed me becoming a reflective, critical and creative person and has eased me reaching my vital project. In addition, the essay shows the professional development that I have experienced along the process and that has allowed me setting up a new innovative physical education based on the Contemporary Art. It concludes with the importance for the teachers to think about their vital project in order to share with their students the importance that using biographical accounts has as instruments to show them the evolution of a teacher's professional practice.
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3051
      Issue No: Vol. 7, No. 1 (2018)
  • Peer Bonds in Urban School Communities: An Exploratory Study

    • Authors: Nicole Leach
      Pages: 64 - 86
      Abstract: The literature identifies three main types of peer associations: cliques, crowds, and dyadic friendships. When schools create learning communities, an additional type of peer association may emerge that is not based on interactions but instead is based on membership in a shared community. The aim of this study is to qualitatively explore the nature and characteristics of this association, labeled peer bonds. Observational data (n=432) and semi-structured interviews (n=33) were collected in two urban high schools over the course of three academic years. Data were analyzed using the constant comparison method. Findings suggest that there are six characteristics of peer bonds: investment in peer success, shared identity, shared values, pedagogical caring, shared success, and shared failure. The scholarly significance of this study is the expansion of theoretical conceptualizations of peer associations in learning communities while the practical significance is the potential use of a largely underutilized source for academic interventions, peers, by creating school community.
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3062
      Issue No: Vol. 7, No. 1 (2018)
  • Lesson Study in University. An Experience to Improve Classroom Practices

    • Authors: Gloria Braga Blanco, María Verdeja Muñiz, Adelina Calvo Salvador
      Pages: 87 - 113
      Abstract: The paper presents the qualitative analysis of a Lesson Study process in Higher Education. The Lesson Study was developed in the degree of Pedagogy in the University of Oviedo in the context of an Interuniversity Project developed over two academic years (2015-16 and 2016-17). The aims of the analysis were two. On the one hand, to identify dilemmas and questions about teaching and learning arose during the LS (describing how participants faced them and analysing them in the light of current debates on university teaching). On the other hand, to discuss the potentials of LS for teaching improvement and professional development in University. Four techniques were used for data collection: natural observation of classroom practices, field notes and diary, interviews with the teacher and focus group. At the end of the process a final report was written.The categorization of data allowed us to identify problematic areas of the lesson, to analyse how participants faced them and to discuss the potentials of the methodology of LS for professional development in Higher Education.
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3167
      Issue No: Vol. 7, No. 1 (2018)
  • Investigar con Historias de Vida. Metodología
           Biográfico-Narrativa, por Anabel Moriña

    • Authors: Raquel Graña Oliver
      Pages: 114 - 116
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3273
      Issue No: Vol. 7, No. 1 (2018)
  • Reviewers 2017

    • Authors: QRE Editors
      First page: 117
      PubDate: 2018-02-27
      DOI: 10.17583/qre.2018.3338
      Issue No: Vol. 7, No. 1 (2018)
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