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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: 6)
GÉNEROS - Multidisciplinary J. of Gender Studies     Open Access   (Followers: 4)
HSE - Social and Education History     Open Access   (Followers: 3, SJR: 0.102, CiteScore: 0)
IJEM - Intl. J. of Educational Leadership and Management     Open Access   (Followers: 13)
Intl. and Multidisciplinary J. of Social Sciences     Open Access   (Followers: 2)
Intl. J. of Educational Psychology     Open Access   (Followers: 15)
Intl. J. of Sociology of Education     Open Access   (Followers: 8)
J. of Deliberative Mechanisms in Science     Open Access  
Masculinities & Social Change     Open Access   (Followers: 4, SJR: 0.226, CiteScore: 1)
Multidisciplinary J. of Educational Research     Open Access   (Followers: 3)
Qualitative Research in Education     Open Access   (Followers: 11)
RASP - Research on Ageing and Social Policy     Open Access   (Followers: 5)
REDIMAT : J. of Research in Mathematics Education     Open Access   (Followers: 3)
Journal Cover
Qualitative Research in Education
Number of Followers: 11  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2014-6418
Published by Hipatia Press Homepage  [14 journals]
  • Career Education Discourse: Promoting Student Employability in a
           University Career Center

    • Authors: Rose Helens-Hart
      Pages: 1 - 26
      Abstract: In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability. 
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.3706
      Issue No: Vol. 8, No. 1 (2019)
       
  • Full Issue 8(1)

    • Authors: QRE Editors
      Pages: 1 - 125
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.4144
      Issue No: Vol. 8, No. 1 (2019)
       
  • Multiple Layers: Education Faculty Reflecting on Design-Based Research
           focused on Curricular Integration

    • Authors: Tiffany L. Gallagher, Xavier Fazio
      Pages: 27 - 59
      Abstract: What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers' To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers. 
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.3795
      Issue No: Vol. 8, No. 1 (2019)
       
  • New Insights on Young Peoples’ Motivation in Lower Secondary
           Education in Denmark

    • Authors: Mette Pless, Noemi Katznelson
      Pages: 60 - 88
      Abstract: In this article we explore and develop the understanding of young people’s motives for (non)participation in lower secondary education. Based on a two-year study dominated by qualitative and explorative methods, we combine a focus on young peoples’ motives and goal orientations with a socio-cultural (and social constructivist) understanding of motivation/learning (Wenger, 1998; Wertsch, 1994). This combination allows us to explore the dynamic complexity of pupils’ motives for participation in school and look into how motivation is produced in the interplay between individual goals and motives and the learning climate within the school context (Ames, 1992; Dowson & McInerney, 2003; Maehr & Zusho, 2009; Jackson, 2006; Lemos, 2001). In the article, we identify key motivational orientations as they unfold in the social and learning processes that take place in the learning contexts young people are part of. As a mean to synthesise and highlight the complexities at play we introduce a situated model that visualises our results. 
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.3946
      Issue No: Vol. 8, No. 1 (2019)
       
  • The Supervisory Relationship Experiences of Turkish First- Time and
           Advanced Supervisees

    • Authors: Betül Meydan, Melike Koçyiğit
      Pages: 89 - 121
      Abstract: The aim of this study was to examine Turkish first-time and advanced supervisees’ supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate- and graduate-level supervisees’ supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master’s, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor’s facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee’s self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional kills. The study findings were discussed and some implications are suggested. 
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.3942
      Issue No: Vol. 8, No. 1 (2019)
       
  • Towards a New Ethnohistory: Community-Engaged Scholarship among the People
           of the River, by Keith Thor Carlson, John Sutton Lutz, David M. Schaepe,
           and Naxaxalhts’i (Albert “Sonny” McHalsie)

    • Authors: Jennifer Megan Markides
      Pages: 122 - 124
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.4055
      Issue No: Vol. 8, No. 1 (2019)
       
  • Reviewers 2018

    • Authors: QRE Editors
      First page: 125
      PubDate: 2019-02-28
      DOI: 10.17583/qre.2019.4140
      Issue No: Vol. 8, No. 1 (2019)
       
 
 
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