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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)
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: 11)
Intl. and Multidisciplinary J. of Social Sciences     Open Access   (Followers: 2)
Intl. J. of Educational Psychology     Open Access   (Followers: 16)
Intl. J. of Sociology of Education     Open Access   (Followers: 6)
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]
  • Learning about Educational Research: a Community of Knowledge towards the
           Writing Developed during our Doctoral Work

    • Authors: Emma Quiles-Fernández, Julio Hizmeri, Roxana Hormazábal Fajardo
      Pages: 241 - 264
      Abstract: This article explores educative experiences we had as doctoral students in a community of knowledge inside the University of Barcelona. We deepen understandings around the process we lived for five years, as well as we point out theoretical and methodological aspects that framed the process itself. Embracing narrative inquiry as methodology, we enhance the need of shifting some of the doctoral training practices that traditional academic systems still hold. Through our stories, we show bumps and tensions that might emerge in living and working in a community of knowledge. We also raise challenges that beginning researchers are currently facing in the educational landscape. Those challenges are related to the ways in which we inquire, approach, attend to, and name the research experience in the context of increasingly high academic demands.
      PubDate: 2018-10-28
      DOI: 10.17583/qre.2018.3482
      Issue No: Vol. 7, No. 3 (2018)
  • Full Issue 7(3)

    • Authors: QRE Editors
      Pages: 241 - 361
      PubDate: 2018-10-28
      DOI: 10.17583/qre.2018.3847
      Issue No: Vol. 7, No. 3 (2018)
  • An Analysis of Children’s Right to Participation at Primary Schools
           in Turkey: A Case Study

    • Authors: Ahmet Kılıç, Ayşe Öztürk
      Pages: 265 - 303
      Abstract: This research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children’s rights. It was revealed that the realization level of children’s right to participation changed in different classrooms based on teachers’ attitudes and beliefs. The results of the research demonstrated that there was a difference in children’s right to participation at the primary school which is highly qualified in terms of children’s rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.
      PubDate: 2018-10-28
      DOI: 10.17583/qre.2018.3528
      Issue No: Vol. 7, No. 3 (2018)
  • Families Involvement in Physical Education

    • Authors: José Manuel Castanedo, Marta Capllonch
      Pages: 304 - 334
      Abstract: The International Scientific Community identifies the involvement of families in school as a Successful Educational Actions, whose strict implementation leads to the improvement in the academic achievement as well as in the coexistence in the educational context. The aim of this investigation, conducted under the approach of the critical communicative methodology, is to prove how the involvement of the families in education and assessment in the area of Physical Education within the framework of the pedagogical model "Individual Challenges with Shared Responsibility" means an enhancement in all students and their context. The outcomes show an improvement in the academic performance and in the environmental education of students, including those with the greatest barriers. Likewise, this study brings to light the transfer of learning to other contexts and the transformation of the school-family relationship. Besides, it provides evidence on the benefits that it brings to the families that have participated. This study opens up new lines of research into the overcoming of the limitations detected and the improvement of the educational, family and even community contexts.
      PubDate: 2018-10-28
      DOI: 10.17583/qre.2018.3603
      Issue No: Vol. 7, No. 3 (2018)
  • Narrative Inquiry on Factors that Promote School Success on Students at

    • Authors: Diego Martín Alonso, Nieves Blanco García
      Pages: 335 - 358
      Abstract: Boys and girls at risk or from unfavorable sociocultural backgrounds do not often have a story of school success. However, in spite of the difficulties, there are some who are able to achieve it. The aim of this research is to investigate which pedagogical factors lead male students from an unfavorable background to school success. The focus lies on the experience lived by male students and the meaning they give to their experiences. For these reasons, the paper is outlined from a narrative point of view and it is focused on the experience lived by two male teenagers who are considered to success at school. Data collection has been done through open-ended interviews that lead us to compose students’ narratives of experience. Results –and their analysis- are related to: positive attitude and commitment towards school; construction of a positive self-concept; and the importance of “personalising” the educative relationship.
      PubDate: 2018-10-28
      DOI: 10.17583/qre.2018.3640
      Issue No: Vol. 7, No. 3 (2018)
  • Aprendizaje Cooperativo. Teoría y Práctica en las Diferentes Áreas y
           Materias del Currículum, Coordinado por Jesús C. Iglesias Muñiz, Laura
           F. González García y Javier Fernández-Río

    • Authors: Jon Ortuondo
      Pages: 359 - 361
      PubDate: 2018-10-28
      DOI: 10.17583/qre.2018.3793
      Issue No: Vol. 7, No. 3 (2018)
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