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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]
  • Support to Children’s Education in the Urban Slums of Nairobi: Community
           and Parents’ Perceptions with an Expanded Phase of an Education
           Intervention Program

    • Authors: Benta A. Abuya, Patricia Wekulo, Nelson Muhia
      Pages: 118 - 143
      Abstract: The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.
      PubDate: 2018-06-28
      DOI: 10.17583/qre.2018.3240
      Issue No: Vol. 7, No. 2 (2018)
       
  • Full Issue 7(2)

    • Authors: QRE Editors
      Pages: 118 - 240
      PubDate: 2018-06-28
      DOI: 10.17583/qre.2018.3606
      Issue No: Vol. 7, No. 2 (2018)
       
  • The Paradox of Acceptance and Rejection: the Perception of Healthcare
           Professional Students about Mobile Learning Acceptance in Iran University
           of Medical Sciences

    • Authors: Hamid Reza Koohestani, Seyed Kamran Soltani Arabshahi, Fazlollah Ahmadi
      Pages: 144 - 169
      Abstract: Objective: A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was “the paradox of acceptance and rejection” with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers’ contradictory behavioral patterns, contradiction about value of online information, friends’ contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.
      PubDate: 2018-06-28
      DOI: 10.17583/qre.2018.3341
      Issue No: Vol. 7, No. 2 (2018)
       
  • Photographs as a Research Tool in Child Studies: Some Analytical Metaphors
           and Choices

    • Authors: David Poveda, Mitsuko Matsumoto, Marta Morgade, Esperanza Alonso
      Pages: 170 - 196
      Abstract: This methodological paper discusses how photographs can be used in multi-layered data projects with children and families. We present photographs as a versatile low-fi digital artifact that can be used under a variety of research circumstances and critically discuss this particular visual tool in the context of the growing body of visual and multimodal research with children and families. The critical discussion draws on a series of research projects in which we have employed photographs (topics of the projects include family diversity or children's routines). The comparisons between projects highlights some of the procedural and analytical choices that are opened up when using photographs. In particular, we focus on two issues: (a) differences that emerge when materials are created by participants or are elicited by researchers, and; (b) the metaphors that are applied to interpret and work with photographs.
      PubDate: 2018-06-28
      DOI: 10.17583/qre.2018.3350
      Issue No: Vol. 7, No. 2 (2018)
       
  • Investigation of the Contribution of Differentiated Instruction into
           Science Literacy

    • Authors: Cihad Şentürk, Hakan Sari
      Pages: 197 - 237
      Abstract: The aim of this study is to reveal contributions of the differentiated instruction implemented in the primary school 4th grade science course into science literacy levels of the students. The case study method among qualitative research methods were used in the study. The research was carried out in the second term of 2015-2016 academic year. The study group consisted of the 4th grade students (n=23, 9-10 aged) studying in the Kozabirlik Primary State School in Bilecik city center in Turkey. Interviews (teachers and students), observations and student diary forms were administrated as data collection tools in the study. The content analysis method was implemented in the analysis of the obtained data. It was concluded from the findings that the differentiated instruction improved involvements of the students with the science-technology-society and the environment and developed their scientific process skills and thus contributed to the science literacy levels of the students.
      PubDate: 2018-06-28
      DOI: 10.17583/qre.2018.3383
      Issue No: Vol. 7, No. 2 (2018)
       
  • Educación Física y Pedagogía Crítica. Propuestas para la
           Transformación Personal y Social, Editado por Eloisa Lorente-Catalán y
           Daniel Martos-García

    • Authors: Gonzalo Flores Aguilar
      Pages: 238 - 240
      PubDate: 2018-06-28
      DOI: 10.17583/qre.2018.3524
      Issue No: Vol. 7, No. 2 (2018)
       
 
 
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