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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)
IJEM - Intl. J. of Educational Leadership and Management     Open Access   (Followers: 11)
Intl. J. of Educational Psychology     Open Access   (Followers: 16)
Intl. J. of Sociology of Education     Open Access   (Followers: 5)
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: 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]
  • ‘Because Sometimes Your Failures Can Also Teach You Certain Skills’:
           Lecturer and Student Perceptions of Employability Skills at a
           Transnational University

    • Authors: Richard Paterson
      Pages: 241 - 275
      Abstract: This exploratory study investigates lecturers’ and students’ understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work. 
      PubDate: 2017-10-27
      DOI: 10.17583/qre.2017.2583
      Issue No: Vol. 6, No. 3 (2017)
  • Full Issue 6(3)

    • Authors: QRE Editors
      Pages: 241 - 353
      PubDate: 2017-10-27
      DOI: 10.17583/qre.2017.3060
      Issue No: Vol. 6, No. 3 (2017)
  • Stroking the Net Whale: a Constructivist Grounded Theory of Self-Regulated
           Learning in Virtual Social Spaces

    • Authors: Judita Kasperiuniene, Vilma Zydziunaite, Malin Eriksson
      Pages: 276 - 302
      Abstract: This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of SRL skills development of university teachers and their students. This core category was constructed from three categories: building boats, angling in the multifaceted ocean, nurturing the big fish. Building boats showed social networking and identity marketing processes which are the same for both research participant groups. Angling in the multifaceted ocean implied personal capabilities and mutual trust dimensions, applicable to both teachers and students. Other dimensions of Angling in the multifaceted ocean differ: maintenance of liquid identities was observed for teachers; students stressed reinforcement of formal studies in virtual social spaces. Nurturing the big fish for both participant groups means academic communication; for university teachers, it also means professional knowledge development, and for students, virtual learning skills development. These findings contribute to understanding how the SRL of university teachers and their students progresses in virtual social spaces.
      PubDate: 2017-10-27
      DOI: 10.17583/qre.2017.2756
      Issue No: Vol. 6, No. 3 (2017)
  • Learning to Listen in Educational Research

    • Authors: José Eduardo Sierra Nieto, Nieves Blanco García
      Pages: 303 - 326
      Abstract: Despite the fact that listening is at the core of teaching, pedagogical literature has paid very little attention to listening. In this paper, we echo this absence of research and try to explore some of listening’s pedagogical and training possibilities. We move away from the kind of listening that underlies relationships of power, trying to find a pattern of listening in which our presence becomes important and related research activity is seen as a transformational experience. We address these matters on the basis of some learning experiences arising from a recent study in which we analyzed, by means of a narrative methodology, the experiences of academic failure of three adolescents. The article concludes with proposals of some principles which served as the basis and guidelines for our conduct in the course of the study, and which are an example of our concept of listening for educational research.
      PubDate: 2017-10-27
      DOI: 10.17583/qre.2017.2783
      Issue No: Vol. 6, No. 3 (2017)
  • Why Teach' A Project-ive Life-world Approach to Understanding What
           Teaching Means for Teachers

    • Authors: Brittany Landrum, Catherine Guilbeau, Gilbert Garza
      Pages: 327 - 351
      Abstract: Previous literature has examined teachers’ motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach (Giorgi, 1970) to analyze data generated in structured interviews with four tenured professors from small, liberal arts universities whose central mission is teaching, this paper presents the telic or project-ive horizons of teaching – those motives aimed at what is ‘not yet’ (Heidegger, 1927/1962). Results revealed that teaching is understood by teachers to be a dialogical enterprise between a teacher and learners across dimensions of transformation, knowledge, and personhood. This dialogue entailed an abiding tension between self and other, activity and passivity, giving and receiving, preparation and spontaneity, instructing and learning, leading and following, asserting and withdrawing. It comprised an orientation to a teachers’ vision for the possible future personhood of the teacher and their students and to the character of the world which teachers and learners inhabit together. These findings are discussed in terms of the reviewed literature and as a case in point for a vital complementarity of research approaches.
      PubDate: 2017-10-27
      DOI: 10.17583/qre.2017.2947
      Issue No: Vol. 6, No. 3 (2017)
  • Mezzi di Educazione di Massa. Saggi di Storia della Cultura Materiale
           della Scuola tra XIX e XX Secolo, por Juri Meda

    • Authors: Carlos Sanz Simón
      Pages: 352 - 353
      PubDate: 2017-10-27
      DOI: 10.17583/qre.2017.3037
      Issue No: Vol. 6, No. 3 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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