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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: 4)
C&SC - Communication & Social Change     Open Access   (Followers: 4)
GÉNEROS - Multidisciplinary J. of Gender Studies     Open Access   (Followers: 4)
HSE - Social and Education History     Open Access   (Followers: 2)
IJEM - Intl. J. of Educational Leadership and Management     Open Access   (Followers: 7)
Intl. J. of Educational Psychology     Open Access   (Followers: 14)
Intl. J. of Sociology of Education     Open Access   (Followers: 4)
J. of Deliberative Mechanisms in Science     Open Access  
Masculinities & Social Change     Open Access   (Followers: 3)
Multidisciplinary J. of Educational Research     Open Access   (Followers: 4)
Qualitative Research in Education     Open Access   (Followers: 12)
RASP - Research on Ageing and Social Policy     Open Access   (Followers: 4)
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
  [12 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2014-6418
   Published by Hipatia Press Homepage  [14 journals]
  • A Narrative Inquiry into Rural School Leadership in South Africa

    • Authors: Brigitte Smit
      Pages: 1 - 21
      Abstract: This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2276
      Issue No: Vol. 6, No. 1 (2017)
  • Full Issue 6(1)

    • Authors: QRE Editors
      Pages: 1 - 120
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2601
      Issue No: Vol. 6, No. 1 (2017)
  • The Integration of Immigrant Students in a School Sports Program with
           Social Transformations Purposes

    • Authors: Bastian Carter-Thuillier, Víctor López-Pastor, Francisco Gallardo Fuentes
      Pages: 22 - 55
      Abstract: The aim of this study is to analyze the integration of immigrant students who participate in the School Sports Program from Segovia, Spain (PIDEMSG). A multiple case study, focused from an ethnographical perspective has been developed, with 11 groups of school sport (118 children in total) in three different categories (7-8, 9-10 and 11-12 years) with a specific focus on 68 immigrant students. Individual and group interviews were conducted, as well as 6 months of observation through the "observer as participant" method. In order to analyze the results, a content analysis has been developed, applying an analytical categories system. The results show that PIDEMSG favors the integration and social inclusion of immigrant students, as well as intercultural communication and the development of educational values, due to their pedagogical approach. The relationship between immigrant students sometimes appears to have a framework of common codes and the recognition of a shared identity, even though they do not all have the same nationality. The experience of the monitors in groups with cultural diversity seems to be a fundamental factor in the achievement of better levels of integration and inclusion of immigrant students.
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2192
      Issue No: Vol. 6, No. 1 (2017)
  • Assessment of the Knowledge of the Decimal Number System Exhibited by
           Students with Down Syndrome

    • Authors: Aurelia Noda, Alicia Bruno
      Pages: 56 - 85
      Abstract: This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2061
      Issue No: Vol. 6, No. 1 (2017)
  • The Influence of Occupational Socialization on Novice Teachers’
           Practical Knowledge, Confidence and Teaching in Physical Education

    • Authors: Jan-Erik Romar, Alexandra Frisk
      Pages: 86 - 116
      Abstract: The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2222
      Issue No: Vol. 6, No. 1 (2017)
  • Creatividad, Comunicación y Educación. Más Allá de las Fronteras del
           Saber Establecido, Coordinado por Pablo Cortés González y María Jesús
           Márquez García

    • Authors: María Esther Prados-Megías
      Pages: 117 - 119
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2590
      Issue No: Vol. 6, No. 1 (2017)
  • Reviewers 2016

    • Authors: QRE Editors
      First page: 120
      PubDate: 2017-02-27
      DOI: 10.17583/qre.2017.2600
      Issue No: Vol. 6, No. 1 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
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