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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)
G√ČNEROS - 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: 8)
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]
  • Hearing the Voices of Students and Teachers: A Phenomenological Approach
           to Educational Research

    • Authors: Brian Kelleher Sohn, Sandra P. Thomas, Katherine H. Greenberg, Howard R. Pollio
      Pages: 121 - 148
      Abstract: Many contemporary researchers claim to use a phenomenological approach but seldom connect their methods to tenets from phenomenological philosophy. We describe a distinctive approach, grounded in the writings of French philosopher Maurice Merleau-Ponty, for conducting educational research. Procedures are outlined for bracketing pre-understandings of a phenomenon, interviewing, and thematizing data with assistance of an interdisciplinary interpretive group. Using our approach, researchers capture the figural aspects of a phenomenon that dominate perception as well as the contextual background that is less visible but integral to understanding it. This phenomenological approach offers educational researchers a radical empiricism, a flexible structure, and a dialogical community of support.
      PubDate: 2017-06-27
      DOI: 10.17583/qre.2017.2374
      Issue No: Vol. 6, No. 2 (2017)
  • Full Issue 6(2)

    • Authors: QRE Editors
      Pages: 121 - 240
      PubDate: 2017-06-27
      DOI: 10.17583/qre.2017.2825
      Issue No: Vol. 6, No. 2 (2017)
  • “Work on Something Else”: Autobiographyc Research of a
           Physical Education Professor

    • Authors: David Hortigüela Alcalá, Alejandra Hernando Garijo
      Pages: 149 - 178
      Abstract: Autobiographical researches have shown a high scientific contribution and a real useful for understanding educational phenomena in Physical Education (PE). This paper analyzes the professional career of a university lecturer who currently works in the training of future teachers PE. There are three main periodic phases which were analyzed: (1) "Ending of university studies", (2) "started as a teacher at the university" and (3) "After six years as a teacher at the university". This qualitative methodological technique has been structured from reflective teacher journal as a tool for data collection. Three categories for the presentation of the results were made: (1) "Conception and reflection on the PE", (2) "Vocation and satisfaction in the teaching profession EF" and (3) "Objectives and lines of promotion and future improvement". The results show how through the vocation of teaching and motivation for being PE teacher, he managed a large number of merits and recognition in the academic field. In addition, it’s shown the progressive personal and professional self-knowledge that the teacher experienced over time. It is concluded on the importance of a good academic advice from compulsory education and the importance of self-confidence to get the training challenges of the future.
      PubDate: 2017-06-27
      DOI: 10.17583/qre.2017.2368
      Issue No: Vol. 6, No. 2 (2017)
  • Understanding the Motivations: a Qualitative Analysis of Israelis Holding
           a Bachelor's Degree who Pursue an MBA Abroad

    • Authors: Ayelet Sasson
      Pages: 179 - 213
      Abstract: Motivations for study abroad have been studied mostly from a quantitative point of view. This study attempted to understand those motivations through qualitative methodology, by getting "into the heads" of international students using a multiple case study approach. Participants were 15 Israeli Hebrew-speaking graduates. Data sources included in-depth interviews with the students, a business professor, as well as official program documents. Findings show that while intrinsic motivations recur in the data, that are in essence the selling points of an MBA, stressing experience and gaining knowledge and skills, the dominant motivations are instrumental and at times even fantastic and extreme, although presented implicitly in the discourse. All these motivations reflect a mismatch between students’ perceptions of MBA education and the actual reality of getting a graduate business degree abroad, which has serious ramifications for students' learning experience and the way in which efforts and resources are prioritized.
      PubDate: 2017-06-27
      DOI: 10.17583/qre.2017.2475
      Issue No: Vol. 6, No. 2 (2017)
  • Student and Teacher Perception of a Peer Mediation Program

    • Authors: Isabel Silva Lorente, Juan Carlos Torrego Seijo
      Pages: 214 - 238
      Abstract: The principal aim of this study is to evaluate the perception of the students and teachers involved in the mediation team at a secondary school in Madrid, specifically, in terms of its performance. To conduct this research study, we have used a qualitative research method. Firstly, to evaluate the teachers’ perception, we designed a semi-structured interview questionnaire to gather their opinions about their participation in the mediation team. In addition, we created two focus groups; one with students and another with teachers. The results demonstrate a high degree of teacher and student satisfaction towards the implementation of the mediation program. The students’ perception after participating in the mediation program suggests that this type of experience helps to improve their personal and social skills. Our research also demonstrates the importance attached to the selection of the mediator students, as well as the relevance of the management team for setting these types of programs in motion.
      PubDate: 2017-06-27
      DOI: 10.17583/qre.2017.2713
      Issue No: Vol. 6, No. 2 (2017)
  • Critical and Creative Research Methodologies in Social Work, Editado por
           Lia Bryant

    • Authors: Regina Gairal Casadó
      Pages: 239 - 240
      PubDate: 2017-06-27
      DOI: 10.17583/qre.2017.2742
      Issue No: Vol. 6, No. 2 (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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