2024-03-29T10:52:14Z
https://hipatiapress.com/hpjournals/index.php/qre/oai
oai:oai.hipatiapress.com:article/222
2024-03-29T10:52:09Z
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Vol. 1 No. 1 (2012): June; 80-105
Analysis of the Effects of the Implementation of Cooperative Learning in Physical Education
Velázquez Callado, Carlos; Universidad de Valladolid
2012-06-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/222
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Our research was oriented to test the effects of a structured program of cooperative learning in Physical Education classes with students in grades 5 and 6 of primary school, with and without previous experience with this methodology. In a second phase we sought to determine how students perceived the received classes for a time later.We analysed data collected during implementation, through cooperative learning, of two teaching units to a total of six groups of students; in addition, a number of interviews, five individual and one collective, were carried out to a total of 10 former students who had left school between one and five years earlier.The results show the positive effects of cooperative learning on students' motor performance, and some social achievements such as a greater autonomy of the students in the learning process, an increasing in prosocial behaviours and the inclusion of pupils with special educational needs. On the other hand, as time went on, the students rated the received classes as cooperative, participatory, funny and useful, emphasizing peer support as a key factor that enabled them to learn in Physical Education.
oai:oai.hipatiapress.com:article/273
2024-03-29T10:52:09Z
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Vol. 1 No. 1 (2012): June; 4-35
Seeking Emancipation from Gender Regulation: Reflections on Home space for a Black Woman Academic/ Single Mother
William-White, Lisa; California State University Sacramento
2012-06-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/273
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Using the work of Judith Butler on gender regulation, Black Feminist Thought (BFT), and autobiographic storytelling, this piece illustrates how essentialist notions of gender, and discourses related to gender create conflict in shaping identity construction for a Black woman academic and single mother (BWA/SM) in the United States. This piece reveals complex gendered and racialized tropes related to notions of motherhood and womanhood, particularly within the author’s own family. Included here is how the author attempts to transcend these complexities in her quest for self-definition and self-actualization, unbridled by gender norms. Yet, race, gender and parental status are significant intersecting categories in identity construction, and inherent in the constructions are hegemonic discourses with which the author continues to grapple. Consequently, the struggle to transcend these forces is further complicated by the limited representation of Black women in the US academy, and by the types of academic work where they find themselves typically situated.
oai:oai.hipatiapress.com:article/279
2024-03-29T10:52:09Z
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Vol. 1 No. 1 (2012): June; 58-79
Reflecting on educational research. A critical sight from the autoethnography of a teacher
Rivera García, Enrique; Universidad de Granada
2012-06-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/279
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Reflect on lived experience is an excellent strategy to build knowledge. The text presented intended to be above all a provocation, a thing aimed to encourage the professors from the Faculties of Education, especially young people, to stop themselves, if only for a few minutes in order to reflect on the meaning of educational research. Do not look at it in other way. Here are the experiences of a teacher after thirty years of work at school, high school and college. Reflecting on the autoethnography as educational researcher, I wanted to approach my mistakes, successes and implicit theories. From here, I only have questions that, asked to the community, I want these questions to open a debate about what kind of research needs school and how, from the collaboration, we can all contribute to its improvement.
oai:oai.hipatiapress.com:article/286
2024-03-29T10:52:10Z
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Vol. 1 No. 1 (2012): June; 36-57
Contributing to social transformation through Communicative Research Methodology
Gómez, Aitor; Universitat Rovira i Virgili
Siles, Gregor; Universitat de Barcelona
Tejedor, Maria; Universidad de Valladolid
2012-06-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/286
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Traditionally, researches on groups that suffer inequalities have not taken into account their voices in the research process. For this reason, they arrive to conclusions that have led to the reproduction of social exclusion in which they are living. The communicative research methodology encourages the participation of these social groups in all the research stages. This participation in the research process is built through an egalitarian and intersubjective dialogue. The accumulated scientific knowledge provided by researchers meets in this dialogue with the contributions from the life world of social actors, leading to transform situations of social inequality that people belonging to these groups are suffering. In this article we will also show how communicative research methodology is obtaining greater political and social impact from the research results.
oai:oai.hipatiapress.com:article/287
2024-03-29T10:52:10Z
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2024-03-29T10:52:10Z
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Vol. 1 No. 2 (2012): October; 135-178
Double-loop Learning: A Coaching Protocol for Enhancing Principal Instructional Leadership
Houchens, Gary W.; Western Kentucky University
Hurt, Janet; Logan County Schools
Stobaugh, Rebecca; Western Kentucky University
Keedy, John L.; University of Louisville
2012-10-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/287
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Executive coaching has become increasingly commonplace in both the corporate and non-profit sectors as a means of improving professional effectiveness but there is a dearth of empirically-based protocols geared specifically toward the growth needs of school principals. This qualitative case study explores the implementation of a principal coaching protocol using a theories of practice framework based on concepts originally articulated by Argyris and Schön (1974) and further explicated by the authors in previous publications. This study examined the extent to which a coaching protocol based on theories of practice enhanced principals’ self-perceived capacity for reflection and effective instructional leadership. Findings suggest that principals valued the structure, feedback, and reflective dimensions of the protocol and found their confidence level about an important instructional leadership problem - how to support and assist struggling teachers improve their teaching practice - was greatly enhanced. Implications for further iterations of the coaching protocol, as well as future directions of research on principal professional growth, are discussed.
oai:oai.hipatiapress.com:article/312
2024-03-29T10:52:10Z
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Vol. 1 No. 2 (2012): October; 179-201
Borges & Bike Rides: Toward an Understanding of Autoethnography
Wamsted, John O.; Georgia State University
2012-10-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/312
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In this article the author—a full-time high school mathematics teacher and concurrent doctoral candidate in Department of Middle-Secondary Education and Instructional Technology at Georgia State University—will make a case for the use of an autoethnographic methodological tool he is calling narrative mining. He will begin by briefly summarizing his experiences attempting to write and publish autoethnography; a short story by Argentine mystery writer Jorge Luis Borges will serve as a frame to provide three examples of barriers the author believes lie between a writer and any attempt at self-knowledge. A partial solution to these barriers is proposed in the form of an examination of the personal stories a writer has told over time. An example is then shown, and a call made for a deeper look into the possible spaces opened up in a continued examination of the personal story.
oai:oai.hipatiapress.com:article/373
2024-03-29T10:52:10Z
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Vol. 1 No. 2 (2012): October; 202-227
Frogging It: A poetic Analysis of Relationship Dissolution
Faulkner, Sandra L.; Bowling Green State University
2012-10-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/373
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Often, themes in work and life intertwine; the author recognized that a cadre of poems she had written during the past several years were about relationship dissolution. The poems concerned romantic and friendship dissolution and the aspects of identity creation and loss this entails. The author presents the poems and makes an explicit connection to interpersonal relationship dissolution literature through the technique of poetic analysis. This analysis serves as an exemplar for how poetry as performative writing offers a valuable addition to interpersonal communication research through the poeticizing of relational dissolution as an everyday relational challenge.
oai:oai.hipatiapress.com:article/401
2024-03-29T10:52:10Z
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Vol. 2 No. 1 (2013): February; 1-26
Disrupting Façades of Clarity in the Teaching and Learning of Qualitative Research
Carducci, Rozana; University of Missouri
Pasque, Penny A.; University of Oklahoma
Kuntz, Aaron M.; University of Alabama
Contreras-McGavin, Melissa; Independent Scholar and Consultant
2013-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/401
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In this article we examine two methodological façades of clarity that commonly shroud critical qualitative educational inquiry. More specifically, we interrogate discussions of reflexivity and positionality and explore the ways in which methodology curricula and instructional practices perpetuate façades of clarity, or a false sense of coherence, ultimately undermining the transformative potential of critical educational research. We identify specific pedagogical opportunities, spaces, and strategies for dismantling these façades and offer ways to reconstruct methodological practices congruent with the emancipatory and empowering aims of critical scholarship.
oai:oai.hipatiapress.com:article/413
2024-03-29T10:52:10Z
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Vol. 2 No. 1 (2013): February; 65-91
Challenging Frameworks for Understanding Teaching Practices in Higher Education: The End or the Beginning?
Guzmán-Valenzuela, Carolina; Universidad de Valparaíso
2013-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/413
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Dominant conceptions of teaching in higher education imply that, essentially, there are two types of teaching approaches: the ‘content’ and the ‘student-focused’ approach. Against that background, this paper has a dual purpose. On the one hand, it initiates a critique of the contemporary teaching approaches framework. On the other hand, it offers some suggestions as to an appropriate methodology for researching teaching in higher education, given its critique of the teaching approaches framework. The methodology here is built around a detailed description and analysis of the teaching practices of two lecturers from different disciplinary fields in a Spanish University. Building on an observation of the micro-level of their teaching practices and taking into account students’ experiences, it is suggested that broad a priori categories are always going to be inadequate in capturing teaching practices in higher education.
oai:oai.hipatiapress.com:article/420
2021-02-27T11:26:07Z
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Vol. 2 No. 2 (2013): June; 130-160
Buying in and Checking out: Identity Development and Meaning Making in the Practice of Mathematics Homework
Landers, Mara; Los Medanos College
2013-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/420
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This paper presents findings from an ethnographic study of the role and meaning of mathematics homework in the lives of middle school students. The study conceptualizes and examines homework as a social practice, with a focus on how students make meaning out of their experiences and the role of identity development in meaning making. Specifically, the study examines how middle school students come to value or reject mathematics homework. Case study analyses revealed two ways of characterizing students’ experiences with homework. Students who buy into homework develop aspects of their identities related to school, math and homework that support them in valuing homework. Students who check out develop aspects of their identities that support them in rejecting homework. The concepts of buying in and checking out have implications for theory development around motivation and identity and for school practices around homework.
oai:oai.hipatiapress.com:article/421
2024-03-29T10:52:10Z
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Vol. 1 No. 2 (2012): October; 112-134
Teaching for Equity, Learning about Discrimination in a Meritocratic Society
Cruz, Fátima; Universidad de Valladolid
Stake, Robert E.; University of Ilinois at Urbana-Champaign
2012-10-30
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/421
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In this paper, we will examine key points for research attention in the effort to commit educational systems to equity education. We will examine the concepts of equity, equality and discrimination. We will give specific attention to the role of teacher educators. Teachers need to understand and to be able to see social discrimination in educational systems and policies and in classroom relationships. We will claim that equity education holds low priority even in those countries making the strongest efforts at social equity and protection of human rights. And the reason for low priority as we see it is the almost universal demand for discriminating among students on narrow academic grounds.
oai:oai.hipatiapress.com:article/507
2024-03-29T10:52:10Z
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Vol. 2 No. 1 (2013): February; 38-64
Toward Better Collaboration in the Education of Students with Fetal Alcohol Spectrum Disorders: Integrating the Voices of Teachers, Administrators, Caregivers, and Allied Professionals
Job, Jenelle Marie; University of Alberta
Poth, Cheryl Anne; University of Alberta
Pei, Jacqueline; University of Alberta
Cassie, Belina; Edmonton Regional Educational Consulting Services
Brandell, Deborah; Edmonton Public School Board
Macnab, John; Edmonton Public School Board
2013-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/507
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This exploratory study addresses the call for an increased presence of key stakeholders’perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.
oai:oai.hipatiapress.com:article/512
2024-03-29T10:52:10Z
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Vol. 2 No. 1 (2013): February; 27-37
The Baptism
Tilley-Lubbs, Gresilda A.; Virginia Tech
2013-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/512
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In this performance autoethnography, the author explores her positionality (Davies, 2000; Spry, 2001) in the Spanish-speaking community, moving from her outsider role as an interpreter at the Health Department to her relationships with some of the women and their families to her current position as the grandmother of a Mexican American grandson. She writes as inquiry (Richardson & St. Pierre, 2005) to interrogate her own positionality/power/privilege and to trouble socially constructed borders. She continues to relate her own family to her birth/heart family in the Spanish-speaking community (Tilley-Lubbs, 2012, 2011). By so doing, she realizes that her hybridity is embodied in her grandson and is bounded by her own body (Min-ha, 2010). The performance of her own autoethnographic story (Spry, 2010) presents her as a constant border crosser/straddler who attempts to connect the “autobiographical and personal to the cultural and social” (Ellis, 2004, p. xix).
oai:oai.hipatiapress.com:article/519
2021-02-27T10:25:34Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/519
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Vol. 2 No. 2 (2013): June; 98-129
Let Me Put It Another Way: Methodological Considerations on the Use of Participatory Photography Based on an Experiment with Teenagers in Secondary Schools
Coronel, Jose M.; University of Huelva
Rodríguez Pascual, Iván; University of Huelva
2013-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/519
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This article reflects on the use of participant photography as a methodological component of a qualitative research study into student intercultural relations in four secondary schools in Spain. Forty boys and girls took part and we selected over 400 photographs they had taken. The article draws attention to the importance of student ‘voices’ to show the interaction processes and the value of participatory photography as an approach that encourages their participation beyond the traditional interviews and field observations. The results acknowledge the value of photography to reflect the relationships among adolescents. However, while the experiment was positively rated by the participants, the study recognises the risks taken and the achievements, constraints, dilemmas and difficulties encountered by the investigators carrying out the research.
oai:oai.hipatiapress.com:article/534
2021-02-27T11:20:10Z
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Vol. 2 No. 2 (2013): June; 161-186
The Didactic Process in Physical Education, which Foments Values and Attitudes
Gaviria Cortés, Didier Fernando; Universidad deAntioquía
Castejón Oliva, Francisco Javier; Universidad Autónoma de Madrid
2013-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/534
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The current investigation had the objective to analyze the attitudes and valuesthat physical education has on high school students from the institute ofcommunication from Spain. The study was qualitative, and was developed as acase study; hence helping the organization of the data, that included: feelings,presumptions, emotions, lifestyles and opinions that the students had, regardingvalues and attitudes that foments the didactic process in physical education(objectives, contents, methods and evaluation). The information was recollectedthrough observation and a focal group. The results shown that traits such asfriendship, respect and the desire for physical activities that can support ahealthier lifestyle, are the most important values amongst the objectives. Themost used contents in the class rooms were the games that involved cooperationand team work. The method highlights the traditional style of teaching, like theassignment direct leadership and tasks. The evaluation has an intention towardsthe development of some values that may include: respect, friendship, teamwork, communication and cooperation
oai:oai.hipatiapress.com:article/657
2021-02-27T11:22:47Z
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Vol. 2 No. 2 (2013): June; 187-200
The Measure of a Black Life? : A Poetic Interpretation of Hope and Discontent
William-White, Lisa; California State University Sacramento
2013-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/657
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Here,Spoken Word poetics (William-White, 2011a, 2011b; William-White & White,2011) are utilized in an interpretative and reflective text focused on racializedviolence and homicide in the United States.African American youth, particularly in urban areas, aredisproportionately affected by violent crime, namely homicide when compared toother racial/ethnic groups. Such violence is heart-wrenching; it undermines notionsof personal safety, freedom, and equality within and between communities. It erodes the ideals of democracy in ourcountry, particularly when racialized violence is under reported in the media, orignored by media; and, when such violence is inadequately addressed by, orperpetrated at the hands of, law enforcement .As a performance narrative, this piece asks the question: How do wecreate communities of care, spaces for empathy, and sites of agency that isresponsive to the needs of all citizens?Moreover, this piece probes this question, and agitates for additionalquestions about safety and community as it intersects with race.
oai:oai.hipatiapress.com:article/669
2021-02-27T11:23:22Z
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2021-02-27T11:23:22Z
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Vol. 3 No. 1 (2014): February; 1-29
The Hip-Hop Music as a Preventive Resource for Bullying: Analysis of 10 Spanish Hip-Hop Songs about Bullying
del Moral Arroyo, Gonzalo; Universidad Pablo de Olavide
Suárez Relinque, Cristian; Universidad Pablo de Olavide
Moreno Ruiz, David; Universidad Pablo de Olavide
Musitu Ochoa, Gonzalo; Universidad Pablo de Olavide
2014-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/669
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The objectives of this study are, firstly, know the point of view about bullying provided by Spanish hip-hop songs in order to systematize their contributions to use them as an educational resource, and secondly, to create a list of Spanish hip-hop songs about bullying in order to use as preventive tools in working with children and adolescents. We propose a qualitative design, analyzing the content of the lyrics following the steps of the General Theory Inductive and complemented with quantitative analysis of the displays of videos of these songs on Youtube. It is concluded that the selected Spanish hip-hop songs improve empathic processes with the victim because of revealing their processes of thinking and feelings and encourage among the witnesses the defender role, connoting positively the values ​​involved in taking it.
oai:oai.hipatiapress.com:article/674
2021-02-27T11:23:48Z
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Vol. 3 No. 1 (2014): February; 30-50
An Evaluation of Student Interpersonal Support in a Spanish-English Nursing Program
Bosch, Paul C.; South Mountain Community College
Gess-Newsome, Julie; Oregon State University - Casades
2014-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/674
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Spanish speaking nurses are in great demand. For bilingual Hispanic undergraduate nursing students who might someday fill this need, interpersonal support can be a deciding factor in whether students successfully complete their program of study. This paper presents the results of an evaluative study of supportive relationships within a Spanish-English Nursing Education (SENE) program. A written survey was followed by individual and group interviews to reveal important sources of interpersonal support. The study showed that family members, especially spouses, played a critical role in personally supporting SENE students. Academic and motivational support, however, came from study groups and the cohort of Hispanic classmates. SENE administrators established cohorts of same year students, and encouraged the formation of study groups. Science-related college programs directed at Hispanic students could benefit from fostering and supporting program components that act to enhance interpersonal relationships.
oai:oai.hipatiapress.com:article/680
2021-02-27T11:24:18Z
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Vol. 3 No. 1 (2014): February; 51-82
Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice
Stewart, Thomas A.; Austin Peay State University
Houchens, Gary W.; Western Kentucky University
2014-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/680
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This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a “poverty of practice” among teachers, in that few fully understood how to implement classroom formative assessment. This qualitative case study examined a series of voluntary workshops offered at one middle school designed to address this poverty of practice. Data were gathered via semi-structured interviews. These research questions framed the study: (1) What role did a professional learning community structure play in shaping workshop participants’ perceived effectiveness of a voluntary formative assessment initiative? (2) How did this initiative affect workshop participants’ perceptions of their knowledge of formative assessment and differentiation strategies? (3) How did it affect workshop participants’ perceptions of their abilities to teach others about formative assessment and differentiated instruction? (4) How did it affect school-wide use of classroom-level strategies?Results indicated that teacher workshop participants experienced a growth in their capacity to use and teach others various formative assessment strategies, and even non-participating teachers reported greater use of formative assessment in their own instruction. Workshop participants and non-participating teachers perceived little growth in the area of differentiation of instruction, which contradicted some administrator perceptions.
oai:oai.hipatiapress.com:article/769
2024-03-29T10:52:10Z
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Vol. 2 No. 3 (2013): October. Special Issue; 242-276
Storytelling as Methodology: Colombia’s Social Studies Textbooks after La Constitución de 1991
Daza, Stephanie L.; Manchester Metropolitan University
2013-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/769
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This article posits the concept-metaphor of “storytelling as methodology” for reading a Colombian social studies textbook after the country ratified a new constitution in 1991. It examines temporal interplay and the interplay between visual and written texts in the textbook in order to analyze US imperialism, race/difference, and the discourse of progress. At the same time, the article draws on the theoretical perspectives of Gayatri Spivak in its attempt to perform transnational academic work within the limits of translation.
oai:oai.hipatiapress.com:article/770
2024-03-29T10:52:11Z
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Vol. 2 No. 3 (2013): October. Special Issue; 302-327
Care of the Postcolonial Self: Cultivating Nationalism in The Philippine Readers
Coloma, Roland Sintos; University of Toronto
2013-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/770
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The article examines the cultivation of revolutionary nationalism and the production of postcolonial subjectivity under a foreign regime. The analysis centers onThe Philippine Readers, one of the longest published and most widely adopted reading series for elementary students in grades 1 to 7 in the Philippines from 1920s to 1960s. Due to its use and scope, the Readers significantly impacted the development of Filipino mind, character, teaching, and learning for generations. The article mobilizes Michel Foucault’s notion of care of the self, whereby individuals undergo intensive self-scrutiny through texts that serve as manuals for living. It contends that the Readers functioned as a crucial guide that enabled Filipinos to care for themselves in instilling furtive yet subversive forms of nationalism under United States rule. More specifically, two forms of nationalism are discussed, and the concepts of covert and hybrid nationalism are situated within scholarly discussions regarding colonial complicity and opposition as well as Western and indigenous influences.
oai:oai.hipatiapress.com:article/771
2024-03-29T10:52:11Z
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Vol. 2 No. 3 (2013): October. Special Issue; 328-354
Methodology of Leaving America for Asia: Reading South Korea’s Social Studies Textbooks through ChenKuan-Hsing’s Asia as Method
Rhee, Jeong-eun; Long Island University
2013-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/771
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This project began as a content analysis of five South Korean high school Social Studies textbooks. Yet, it has evolved into an epistemological experiment to pursue the question of “what does it mean to leave America for Asia, at least methodologically, for the researcher who left Asia for America?” Using the textbooks as a mediating site, therefore, I articulate a process that engages with, moves toward, and develops deimperializing methodology. More specifically, I interweaveKuan-HsingChen’s Asia as Method: Toward Deimperialization (2010) with my data by analyzing the data through Asia as Method and reading and practicing Asia as Method as methodology. This allows me to move away from fixating on the West as a reference point even through my critique. Rather, I work to produce geo-historically grounded knowledge for specific interventions at this mediating site toward the movements of decolonization, de-cold war, and deimperialization. In the process, I discuss how Asia as Method as methodology provokes political, psychological, and social engagements of everyday, multiplies reference points for knowledge production, and requires a researcher to re-work on one’s subjectivity inevitably constituted by imperialism.
oai:oai.hipatiapress.com:article/772
2024-03-29T10:52:11Z
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Vol. 2 No. 3 (2013): October. Special Issue; 277-301
Photographic Images of Refugee Spatial Encounters: Pedagogy of Displacement
Subedi, Binaya; The Ohio State University
2013-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/772
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This paper examines my effort to document the experiences of a Bhutanese refugee community in a mid-western city of the United States. In particular, the essay looks at housing experiences the community encountered and my efforts to translate the events through photographs. The essay also explores how oppression operates in relation to refugee experiences. Recognizing that knowledge of recent refugees of color has been absent and perhaps may not be addressed in school curriculum in the near future---the photo essay project was created to serve as a curriculum about marginalized communities who are invisible in the curriculum. By using photographs, I explore three conceptsthat may help us examine the relationship between space and politics: (1) ideal spaces (2) violated spaces (3) damaged spaces. Lastly, by examining refugee experiences, the paper examines pedagogical approaches to utilizingphotographs to document oppression.
oai:oai.hipatiapress.com:article/773
2024-03-29T10:52:11Z
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Vol. 2 No. 3 (2013): October. Special Issue; 213-241
Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis
Subreenduth, Sharon; Bowling Green State University
2013-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/773
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This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s meta-narrative of equity and social justice. I take up these teacher narratives as a way to further critique textbooks currently used and examine the written and visual content against post-apartheid decolonizing intentions. Teacher narratives and textbook analysis indicate that even prescriptive post-apartheid textbooks struggle to reimagine history wrought through with colonialism. Decolonizing analysis of visual images in the textbooks show how curriculum policy/practice in South Africa is a collision of anti-apartheid desires and post-apartheid reality. By examining grassroots linkages I attempt to expand the current dialogue on educational policy and textbook studies and to contextualize the field, both historically and contemporarily.
oai:oai.hipatiapress.com:article/804
2021-02-27T10:29:37Z
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Vol. 3 No. 1 (2014): February; 83-113
Keys for Development of a Plan for Living Together with Harmony in Schools, From an Integral Intervention Framework
Torrego, Juan Carlos; Universidad de Alcalá
Martínez, Concepción; Universidad de Alcalá
2014-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/804
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This article shows the main conclusions of a piece of research conducted at a Secondary School in Madrid (Spain). Its purpose was to determine and verify how (coexistence)"Convivencia" approaches have been put in practice form global intervention frameworks, such as the Integrated Model (Torrego, 2006, 2008), and to identify key aspects for the development of plans for "convivencia"(living together in harmony) in schools.It is a qualitative study (a case study design) where analysis of documents and data techniques have been combined, interviewing various members of the educational community. The interest of the case is that the school deals with "convivencia" in a global perspective according to the integrated model. This school highlights the good results obtained in the improvement of "convivencia" (living together) in recent years.The findings highlight the importance of addressing "convivencia" in a comprehensive perspective according to the characteristics of context, that include aspects of the curriculum, specific structures for the improvement of "convivencia" and the promotion of democratic participation of the educational community. It is also evident the need of a specific training in "convivencia", the central role of the tutorial and cooperative methodologies. The identified aspects which need further development are: the generalization of training in "convivencia" to all students, deepening in curricular measures, improvement of tutoring and the generation of appropriate resources to intervene in cases of students with difficulties.
oai:oai.hipatiapress.com:article/903
2023-09-26T09:58:20Z
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Vol. 3 No. 2 (2014): June. Special Issue; 153-174
Bones of the Earth
Correa, José Miguel; University of the Basque Country UPV/EHU
2014-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/903
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Bones of the Earth is an experience in collective inquiry and visual creation based on arts-based research. Starting from the meetingof different subjectivities and through dialogue, planning, shooting and editing, an audiovisual text that reconstructs a reflexive process of collective creation is built. A sense of community, on-going inquiry, connections and social commitment inform the creative process. As a result, the video’s nearly five intense minutes are a metaphor for the search for personal meaning, connection with nature and intersubjective positioning in a world that undergoes constant change.
oai:oai.hipatiapress.com:article/916
2021-02-27T10:40:44Z
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2021-02-27T10:40:44Z
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Vol. 3 No. 3 (2014): October; 320-344
Preconstructing Suspicion and Recasting Masculinity in Preschool Settings
Pruit, John C.; University of Missouri
2014-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/916
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Although there is literature explaining how female ethnographers negotiate male-dominated research settings, there is a lack of literature explaining how male ethnographers negotiate female-dominated settings. It is, more or less, taken for granted the research settings males choose will be suitable for them. The field of early childhood education, and preschools in particular, would benefit from a basic explanation of male fieldworker practices and why they are necessary for men in early childhood education settings. Drawing on personal experiences from two years of ethnographic research, I turn to a Montessori preschool in the Midwestern United States to address the complexities of being a male fieldworker in a female-dominated setting. I first explicate some dimensions of preconstructing suspicion of males in ECE. I then develop a gender recasting strategy with the goal of recasting masculinity. Recasting masculinity is a reflexive self-presentation strategy using personal characteristics as resources to build trust and rapport with research participants.
oai:oai.hipatiapress.com:article/934
2021-02-27T10:41:11Z
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2021-02-27T10:41:11Z
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Vol. 3 No. 3 (2014): October; 295-319
Out of Sight, Out of Mind: A Case Study of an Alternative School for Students with Emotional Disturbance (ED)
Hoge, Matthew; Western Michigan University
Rubinstein-Avila, Eliane; University of Arizona
2014-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/934
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When the ‘least restrictive’ educational environment is deemed unsuccessful for students labeled as having emotional disabilities (ED), they are often placed in either self-contained classrooms (when available) or alternative schools. Despite these schools’ growing numbers, little is known about them and their students, who are segregated from the mainstream student population. This qualitative case study focuses on the perspectives of staff (i.e., the principal, school psychologist, teachers, and aids) in one such alternative school for students with ED. Based on interviews, findings revealed staff’s frustration with the: (1) school’s reputation within, and isolation from, the larger school district; (2) lack of follow up and communication with ‘sending schools’; (3) lack of professional development; and (4) lack of oversight from school district administration. The paper also conveys staff’s vision for addressing some of the challenges. These findings may contribute to the largely unsuccessful fulfillment of the school’s original intention—to return its students to their original schools (i.e., the ‘least restrictive’ educational environment). The authors argue that in-depth inquiry into such schools is a social justice issue.
oai:oai.hipatiapress.com:article/945
2021-02-27T10:41:39Z
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Vol. 3 No. 3 (2014): October; 273-294
Addressing a Threat to the Healthfulness of Tomorrow’s Generation: The Case of Cigarette Smoking in Nigeria
Egbe, Catherine O.; University of KwaZulu-Natal
Petersen, Inge; University of KwaZulu-Natal
Meyer-Weitz, Anna; University of KwaZulu-Natal
2014-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/945
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Cigarette smoking has widely received the attention of international and local health bodies. Efforts are being made towards curbing smoking prevalence globally with a view to reduce the health, economic and social effects of smoking in the society. While some developed countries are recording success in this effort mainly through stringent tobacco control policies and educating the public, Nigeria is yet to actively key into the WHO-Framework Convention on Tobacco Control (WHO-FCTC) which she signed in June 28 2004 (Nigeria: Report card on the WHO-FCTC, n.d.). With the stalling of the process of formulating a viable tobacco control policy in Nigeria through politics and politicking, it is important that other strategies which will help in reducing smoking prevalence especially among the youth be explored. This article looks at the psychosocial risk influences for smoking among Nigerian youth with a view to inform educational and psychosocial interventions that can help to reduce smoking uptake by the youth.
oai:oai.hipatiapress.com:article/1001
2021-02-27T11:20:36Z
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2021-02-27T11:20:36Z
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Vol. 4 No. 1 (2015): Febrero; 71-101
The Students Portfolio as an Alternative Strategy to the Standardized Competencies Assessment Tests
Gallardo Gil, Monsalud; University of Málaga
Sierra Nieto, J. Eduardo; University of Málaga
Domínguez Ramos, Ana; University of Málaga
2015-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1001
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This paper is part of a wider research, which focuses on education competencies assessment (I+D Research Project, ref. SEJ-2007-66967), funded by the Spanish Ministry of Education. What we show in this paper are data from one of the case studies we carry out as part of this project. We have developed a "collaborative research" to understand and analyze the educational processes taking place in the "learnings of second order" ("learning how to learn"). In this sense, we've performed a didactic experimentation with portfolios of student in a 5th grade classroom; the conclusions presented are the result of this particular study. As a final, we conclude that portfolios of student can be an interesting strategy for educational evaluation; as well as it can become an "alternative strategy" to the standardized competency assessment tests, which predominate in the current educational landscape.
oai:oai.hipatiapress.com:article/1002
2023-09-26T09:58:20Z
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2023-09-26T09:58:20Z
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Vol. 3 No. 2 (2014): June. Special Issue; 175-205
Orchestrating Evaluation of Complex Educational Technologies: A Case Study of a CSCL System
Prieto, Luis P.; École Polytechnique Fédérale de Lausanne
Dimitriadis, Yannis; Universidad de Valladolid
Asensio-Pérez, Juan I.; Universidad de Valladolid
2014-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1002
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As digital technologies permeate every aspect of our lives, the complexity of the educational settings, and of the technological support we use within them, unceasingly rises. This increased complexity, along with the need for educational practitioners to apply such technologies within multi-constraint authentic settings, has given rise to the notion of technology-enhanced learning practice as “orchestration of learning”. However, at the same time, the complexity involved in evaluating the benefits of such educational technologies has also increased, prompting questions about the way evaluators can cope with the different places, technologies, informants and issues involved in their evaluation activity. By proposing the notion of “orchestrating evaluation”, this paper tries to reconcile the often disparate “front office accounts” of research publications and the “shop floor practice” of evaluation of educational technology, through the case study of evaluating a system to help teachers in coordinating computer-supported collaborative learning scenarios (GLUE!-PS). We reuse an internationally-evaluated conceptual framework of “orchestration aspects” (design, management, adaptation, pragmatism, etc.) to structure the case’s narrative, showing how the original evaluation questions and methods were modulated in the face of the multiple (authentic) evaluation setting constraints.
oai:oai.hipatiapress.com:article/1003
2023-09-26T09:58:20Z
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Vol. 3 No. 2 (2014): June. Special Issue; 232-268
ORIOLE, in the Search for Evidence of OER in Teaching. Experiences in the Use, Re-use and the Sharing and Influence of Repositories
Santos-Hermosa, Gema; Universitat Oberta of Catalunya
2014-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1003
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The study presented here aims to gather useful information on the use, re-reuse and sharing of resources in Education and also the influence of repositories, to better understand the perspective of individual practitioners and suggest future areas of debate for researchers.Open Resources: Influence on Learners and Educators (ORIOLE) project, was based within the Institute of Educational Technology, The Open University (OU) from 2009-2013 and focused on investigating, understanding and disseminating about use and reuse of open resources in learning and teaching. This paper focuses on the second survey activity of this project. During 2011 (Pegler, 2012), an extensive online survey about reuse of educational resources was conducted through (mainly UK-based) practitioner communities. In 2013, a more international version was created (available in English and Spanish) and circulated during that year (http://bit.ly/OERsurvey_2013).The ORIOLE Survey 2013 collected information about the contexts in which open resource use may occur, looking particularly at attitudes about reuse of educational resources (OER) in teaching. What influences open resources in education is a topic of relevance to anyone taking on forward engagement with open education and the answers lie with those who are working directly in the delivery of learning and teaching, and those who support this work.It is hoped that this qualitative analysis will provide a deeper understanding of the differences in the motivation to engage with OER and the shifts in experience and expectations across diverse contexts.
oai:oai.hipatiapress.com:article/1006
2023-09-26T09:58:20Z
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Vol. 3 No. 2 (2014): June. Special Issue; 206-231
Sharing Resources in Open Educational Communities
Tosato, Paolo; Ca’ Foscari University of Venice
Carramolino Arranz, Beatriz; University of Valladolid
Rubia Avi, Bartolomé; University of Valladolid
2014-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1006
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The spread of Internet and the latest Web developments have facilitated the connection between teachers, learners and institutions, as well as the creation and sharing of new open educational resources (OERs). Despite this, many projects and researches paid more attention on content distribution, focusing on their format and description, omitting the relationship between these materials and the collaborative environments.In this article we sustain that is more important to share resources in open educational communities (OEC) than in open educational repositories, establishing a relationship between OERs and collaborative environments, promoting the qualification of social activities and the creation of networks among users. Notwithstanding, a couple of surveys that involved more than 300 teachers at European level have highlighted how stimulating collaboration among teachers, both online and in presence, is not simple; even if, when this happens, it seems to be a good way to promote formal and informal learning, and innovation in professional practices. As it is possible to infer from the surveys’ data, users can significantly improve the efficiency of their learning if they take active part in a network, which can act as a support to help teachers to address the new challenges of the digital era.
oai:oai.hipatiapress.com:article/1036
2023-09-26T09:58:20Z
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Vol. 3 No. 2 (2014): June. Special Issue; 130-152
The (Mis)use of Technology in the National Accreditation System
Munson, April; Kennesaw State University
2014-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1036
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The use of technology in the evaluation of higher education programs is a mainstay. Physical evidence rooms, face-to-face interviews, and reviewing of documentation on site have become obsolete. Relying on the heavy use of technology in the evaluation process has allowed what some believe to be a more cohesive, streamlined approach to the presentation of data, however, many face serious concerns with the reliance on technology; what is lost? Missed? nappreciated? How much is the understanding of technology and ability to present the "show" digitally impressing the reviewers verses actual quality of programs and institution?
oai:oai.hipatiapress.com:article/1080
2021-02-27T10:42:41Z
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2021-02-27T10:42:41Z
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Vol. 4 No. 1 (2015): Febrero; 26-44
When is Peer Aggression 'Bullying?' An Analysis of Elementary and Middle School Student Discourse on Bullying at School
Donoghue, Christopher; Montclair State University
Rosen, Dina; Kean University
Almeida, Angela; Kean University
Brandwein, David; Kean University
2015-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1080
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Many forms of peer aggression are referred to as "bullying" by students, parents and adults, and this can be a source of confusion in schools. The main purpose of this study is to explore the circumstances under which students characterize peer aggression as “bullying” incidents. A secondary goal is to examine the feelings students have about the effectiveness of reporting peer aggression to adults. Both objectives are intended to reveal information that will enhance communication about peer aggression and bullying between students and adults. Six focus groups with 54 students in grades three through eight were conducted. The groups were organized in patterns based on grade level and gender, and qualitative methods were used to analyze the results. The findings showed that although the students defined bullying in ways that are similar to the criteria in the literature, they chose different words to describe them. Younger students also expressed greater faith in the ability of adults to respond effectively to bullying situations. Older students preferred to confront a bully with equal force or to reason with a bully to stop the aggression.
oai:oai.hipatiapress.com:article/1116
2021-02-27T10:43:35Z
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2021-02-27T10:43:35Z
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Vol. 3 No. 3 (2014): October; 345-363
Disrupting Ethnography through Rhizoanalysis
Masny, Diana; Université d'Ottawa/Queensland University of Technology
2014-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1116
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This article interrogates principles of ethnography in education proposed by Mills and Morton: raw tellings, analytic pattern, vignette and empathy. This article adopts a position that is uncomfortable, unconventional and interesting. It involves a deterritorialization/ rupture of ethnography in education in order to reterritorialize a different concept: rhizoanalysis, a way to position theory and data that is multi-layered, complex and messy. Rhizoanalysis, the main focus of this article is not a method. It is an approach to research conditioned by a reality in which Deleuze and Guattari disrupt representation, interpretation and subjectivity. In this article, Multiple Literacies Theory, a theoretical and practical framework, becomes a lens to examine a rhizomatic study of a Korean family recently arrived to Australia and attending English as a second language classes. Observations and interviews recorded the daily lives of the family. The vignettes were selected by reading data intensively and immanently through a process of palpation, an innovative approach to educational research. Rhizoanalysis proposes to abandon the given and invent different ways of thinking about and doing research and what might happen when reading data differently, intensively and immanently, through Multiple Literacies Theory. Rhizoanalysis, a game-changer in the way research can be conducted, affords a different lens to tackle issues in education through research.
oai:oai.hipatiapress.com:article/1128
2021-02-27T10:43:54Z
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Vol. 4 No. 1 (2015): Febrero; 1-25
Compelling Counternarratives to Deficit Discourses: An Investigation into the Funds of Knowledge of Culturally and Linguistically Diverse U.S. Elementary Students’ Households
Kinney, Angela; Mount St. Joseph University
2015-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1128
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This study focused on household funds of knowledge or “historically accumulated bodies of knowledge and skills essential for household functioning and well-being” (Gonzalez, Andrade, Civil, & Moll, 2001). A Funds of Knowledge approach provides both a methodological and theoretical lens for educators to understand both themselves and their students in more complex ways. Participants included five culturally, economically, and linguistically diverse students and their families. The study setting was a middle- and working-class first-ring suburb in the Midwestern United States. Data collection included visits to home, church, and Sunday school settings; observations in Language Arts classroom settings; and informal conversations and ethnographic semi-structured interviews with students, parents, and teachers. Data sources included interview transcripts; fieldnotes and reflections on those fieldnotes; and data collected from each student’s school cumulative folder. I coded parent and child interview and home visit data to create a multifaceted portrait of each household. Findings reveal that households possess a breadth and variety of resources, skills, bodies of knowledge, and strengths. These findings provide compelling counterevidence to deficit discourses by demonstrating that these households possess valuable knowledge and experiences.
oai:oai.hipatiapress.com:article/1138
2021-02-27T10:26:41Z
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Vol. 4 No. 2 (2015): June; 106-133
Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona
Lleixà , Teresa; Universitat de Barcelona
Ríos, Merche; Universitat de Barcelona
2015-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1138
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Inthe Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students’ learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group; a semi-structured interview with a representative of the unit’s guards; and the students’ field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students’ learning processes, particularly with regard to the contextualisation of learning.
oai:oai.hipatiapress.com:article/1210
2021-02-27T10:44:19Z
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2021-02-27T10:44:19Z
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Vol. 4 No. 2 (2015): June; 134-163
Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching
Davy, Zowie; University of Lincoln
Amsler, Sarah; University of Lincoln
Duncombe, Karen; Greater East Midlands Commissioning Support Unit
2015-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1210
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Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.
oai:oai.hipatiapress.com:article/1235
2021-02-27T11:08:34Z
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2021-02-27T11:08:34Z
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Vol. 4 No. 1 (2015): Febrero; 45-70
The Road to the Ivory Tower: The Learning Experiences of Students with Disabilities at the University of Manitoba
Moola, Fiona J.; University of Manitoba
2015-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1235
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Although qualitative research on the learning experiences of disabled students at university is burgeoning, either/or, medical or social approaches are most often used to study disablement. In this study, I adopted an interpretive phenomenological analysis — which considers the fundamental imbrication of bodies, identities, and environments — to explore the learning experiences of students with disabilities at the University of Manitoba in Canada. While some students received social support to attend university, other students negotiated a challenging journey to higher education, characterized by low expectations for academic success. At university, the students reported bodily-social challenges to academic achievement that hindered the learning process. Students anticipated an uneasy future upon graduation, characterized by poor job opportunities and economic disparity. The findings suggest that great strides and much advocacy are still required for students with disabilities to be viewed as bodies that bear intellectual value in university settings. Researchers should consider the merits of phenomenological approaches to thinking about the body-social challenges that disabled students still face in the struggle for inclusive higher education.
oai:oai.hipatiapress.com:article/1269
2021-02-27T11:09:09Z
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2021-02-27T11:09:09Z
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Vol. 4 No. 3 (2015): October; 269-298
Formative and Shared Assessment in Kindergarden. Review of a Pedagogical Experience
García Herranz, Sofia; Universidad de Valladolid
López-Pastor, Víctor M.; Universidad de Valladolid
2015-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1269
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This study examines the processes and results of implementing formative and co-assessment with a group of 14 Spanish students in the second cycle of pre-school education (5-6 years of age). The aim is to determine the degree of effectiveness of the project. The teaching methodology used in the experience is predominantly experiential, engaging a wide range of the students’ senses and based on their interests and motivations. A qualitative research methodology is used including; teacher’s journal, photos, video recordings and observation sheets. The analysis is conducted through an emerging process of categorization. The results show that formative and co-assessment increase student motivation, autonomy, commitment to the task and self-improvement. They also encourage the teacher’s professional development by providing a processes of reflection and improvement on their own practice. In conclusion, we maintain that it is viable to develop formative and co-assessment processes in early childhood education and that they have a positive influence on the learning and autonomy of students, as well improving the climate in the classroom, provided that the assessment system implemented is consistent with the rest of didactic methodology.
oai:oai.hipatiapress.com:article/1305
2021-02-27T10:43:06Z
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2021-02-27T10:43:06Z
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Vol. 4 No. 2 (2015): June; 164-191
Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework
Gunuc, Selim; Yuzuncu Yil University
2015-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1305
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The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.
oai:oai.hipatiapress.com:article/1328
2021-02-27T11:09:57Z
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2021-02-27T11:09:57Z
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Vol. 4 No. 3 (2015): October; 243-268
Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy
Rubinstein-Avila, Eliane; University of Arizona
Maranzana, Stefano; University of Arizona
2015-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1328
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This paper conveys the reflections of an instructor and a graduate student after participating in a graduate course on autoethnography, offered in a college of education at a large public research institution in the United States. In addition to the course focus on autoethnography as a qualitative research approach, the course used authentic practices, which are commonly used by academics, to socialize doctoral students from the social sciences to the demands of their future careers in the academy. Although the number of published autoethnography articles in academic journals has increased, few autoethnography courses are being offered, and even fewer are described in the research literature. The authors share their experiences and address their own assumptions, challenges and breakthroughs across practices, including: informal peer-reviews, drafts revisions, and the ongoing composition of a full-length autoethnographic manuscript to be (potentially) submitted for publication, and, thus, shared with a larger audience of readers. The authors call for more explicit and authentic preparation and socialization of social science doctoral students throughout graduate coursework—especially in light of the growing competition for tenure-stream faculty positions across the social sciences and the humanities.
oai:oai.hipatiapress.com:article/1348
2021-02-27T11:11:26Z
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2021-02-27T11:11:26Z
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Vol. 5 No. 1 (2016): February; 25-48
How Do Teachers Perceive Key Competencies? Qualitative Study of its Incorporation as a Learning Tool
Hortiguela Alcala, David; Universidad de Burgos
Pérez Pueyo, Ángel; UNIVERSIDAD DE LEÓN
Abella García, Víctor; UNIVERSIDAD DE BURGOS
2016-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1348
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Actually, it’s so important to articulate procedures that enable to analyze real work made in schools on Key Competences (KKCC). The aim of this study it was studied the perception management teams and teachers of Physical Education (PE) about this curricular element. The sample used in the research covers all the secondary schools in the capital of Burgos (Spain), a total of thirty. It was studied, using the descriptive analysis of a series of questionnaires completed by teachers, the assessment made them on the use of KKCC as an element of learning by the student. It has also conducted a single case study as a participant observer during a school year in a representative sample center, in order to examine in detail in the daily contribution to competencies. Participating teachers, despite favorable consideration to the integration of KKCC in the classroom, demonstrate a lack of information by the public administration, resulting in a lack of teacher training in regard to the possible application tools the classroom.
oai:oai.hipatiapress.com:article/1393
2021-02-27T11:10:56Z
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2021-02-27T11:10:56Z
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Vol. 5 No. 1 (2016): February; 1-24
Genres of Underemployment: A Dialogical Analysis of College Graduate Underemployment
Cunningham, Joseph; University of Cincinnati
2016-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1393
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With more individuals obtaining undergraduate and graduate degrees and the job market still recovering from the 2008 recession, the instances of college graduate underemployment (CGU) have increased throughout the United States. College graduate underemployment is an employment condition that is characterized by subjective and objective factors, most prominent of which is an incongruence between one’s education and one’s current job. The intriguing nature of CGU is how both employment and education merge together to influence the individual’s perception of their employment prospects, their educational experiences, and their identity. This study employs a dialogical qualitative analysis to examine CGU in order to ascertain how underemployed college graduates construct narratives of their experiences and define the value of their education. Twenty in-depth interviews of underemployed college graduates from different academic disciplines are analyzed with a dialogical genre analysis developed by Paul Sullivan. Two genre pairs—epic/romance and tragedy/black comedy—are employed to illustrate the correlating modes of experience for these participants, creating new narratives that problematize the dominant education-to-employment progression.
oai:oai.hipatiapress.com:article/1418
2021-02-27T10:26:17Z
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2021-02-27T10:26:17Z
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Vol. 4 No. 3 (2015): October; 225-242
Mature Students Speak Up: Career Exploration and the Working Alliance
Pott, Terilyn; University of Alberta & University of Calgary
2015-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1418
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This exploratory study was undertaken to learn more about how mature students perceive the career counselling process in a post-secondary institution. Through the use of critical incident technique this study examined how three mature students interpret their relationship between themselves and their counsellors. Significant factors identified as contributing to a positive interpersonal connective bond were considering the whole of the clients’ experience, integrating career and personal concerns, introducing assessment tools appropriately, and utilizing counsellor self-disclosure appropriately. This study highlights the importance of utilizing critical incident technique in career counselling, the importance of the working alliance for mature students, and identifies possible counselling applications to consider when working with this population.
oai:oai.hipatiapress.com:article/1463
2021-02-26T09:52:56Z
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2021-02-26T09:52:56Z
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Vol. 4 No. 2 (2015): June; 192-221
A Preliminary Examination of Teachers’ and Students’ Perspectives on Autonomy-Supportive Instructional Behaviors
Ng, Betsy; Nanyang Technological University
Liu, W. C.; Nanyang Technological University
Wang, C. K. John; Nanyang Technological University
2015-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1463
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The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the classroom intervention. Through students’ viewpoints, teachers can understand their structure of teaching style and students’ expectations. Findings of semi-structured interviews with students and teachers were analyzed, with emerging themes discussed in the context of literature. Based on qualitative data, this preliminary study explores a rich and meaningful insight to students’ expectations of their teachers and teachers’ expectations towards their students. The qualitative data provided relevant and practical insights into the classroom intervention, suggesting that teachers should be aware of their instructional behaviors in class as such acts might have ramification on students’ perception, motivation and learning. Limitations and implications are also discussed.
oai:oai.hipatiapress.com:article/1473
2021-02-26T09:52:14Z
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2021-02-26T09:52:14Z
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Vol. 5 No. 1 (2016): February; 49-76
Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis
Davis, C. Amelia; Georgia Southern University
Lester, Jessica N.; Indiana University
2016-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1473
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While many research methods courses challenge students to make sense of their own researcher identities as they relate to research paradigms and perspectives, there is a lack of research that examines how students actually go about constructing theses identities, particularly at the level of discourse. In this study, we attended to graduate students’ talk in an introductory research methods course, taking note of how students used particular discursive resources to construct a research identity in online classroom discussions. We analyzed 93 discussion posts students were asked to make in response to a discussion board prompt after completing assigned readings related to research paradigms and researcher identity. We identified two discursive patterns through our analysis: 1) minimizing knowledge, and 2) justifying paradigmatic orientations. Our findings highlight how being asked to talk about one’s research identity is a potentially fragile task, as evidenced by disclaimers of ‘knowing’, and one that evokes justifications and connections to students’ everyday lives. We highlight implications for the teaching of research methodology, particularly qualitative methods courses.
oai:oai.hipatiapress.com:article/1518
2021-02-26T09:51:41Z
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2021-02-26T09:51:41Z
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Vol. 4 No. 3 (2015): October; 299-325
MOOC "Educational Innovation and Professional Development. Possibilities and Limits of ICT. "Experience from an European Educommunication Project ECO
Gil Quintana, Javier; Universidad Nacional de Educación a Distancia (UNED)
2015-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1518
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The European Project (E-learning, Communication, includes) ECO is potentializing an educational model that seeks to avoid all kinds of hierarchical and one-way communication, since the new reality of the MOOC. Based on the principles of equity, social inclusion, accessibility, autonomy and openness, the empowerment of students becomes reality with this proposal for an innovative training, breaking the barriers of the digital space of the course MOOC to affect the social layer from the interaction in social networks.Taking as a referencea MOOCof ECO, the results presented in this study have been analyzed from a qualitative methodology opting for analysis, such as intentional sample, virtual learning community that develops in the course. It is intended to achieve with the research aims to analyze the written speech that keep teachers and participants of the MOOC "Educational innovation and professional development. The possibilities and limitations of ICT", within the forums and groups. It is opted for this type of analysis to identify the advantages and disadvantages that the members of the learning community value around the course object of study. According to figure in the project itself, this proposal is presented as an invitation to reflect on the role that the massive formation, online and open plays today, in any learning process, a perspective in educational communication.
oai:oai.hipatiapress.com:article/1672
2021-02-26T09:54:22Z
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2021-02-26T09:54:22Z
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Vol. 5 No. 2 (2016): June; 112-135
A Construal of the Understanding Level of Quality Assurance by Internal Stakeholders in Two Malaysian Universities
Njie, Baboucarr; University of the Gambia; Universiti Putra Malaysia
Asimiran, Soaib; Universiti Putra Malaysia
2016-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1672
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The “understanding” in terms of interpretation of quality assurance is essential for the acceptance, theorizing and the practical application of the methods proposed by it. A great deal of research papers have often pointed to the lack of understanding, among others, as the reason behind the inadequate nature of implementing quality assurance in higher education institutes. This paper examines the “understanding” levels of two key stakeholders in terms of the meaning they make out of the policy pronouncements on quality. It utilizes the qualitative case study scheme to provoke the thoughts of mainly the academic staff and their administrative counterparts in two public universities. The findings reveal that there exist differences which are mainly grounded on their role and experience in the scope of understanding the purposes served by quality, and the depths of quality management fulfillment among the two categories of stakeholders. This underpins the value of clarifying the philosophy of quality assurance to stakeholders and their involvement for better understanding and ownership.
oai:oai.hipatiapress.com:article/1713
2021-02-26T09:51:03Z
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2021-02-26T09:51:03Z
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Vol. 5 No. 2 (2016): June; 167-199
Competency-Based Curricular Design: An Action Research Experience in “Technology” in Compulsory Secondary Education
Prieto Pariente, Javier; Universidad de Valladolid
Martínez-Monés, Alejandra
Jorrín Abellán, Iván M.; Kennesaw State University
2016-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1713
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Competency-based evaluation is a priority in the last legislative frameworks that regulate the educational system in Spain. However, this evaluation procedure has not been satisfactorily resolved in any of these frameworks. In this paper we present a proposal for the integration of competences in the design of learning sequences. This proposal has emerged as a result of an action research process conducted for a couple of years by a team of three researchers, leaded by a technology teacher in mandatory secondary education. The proposal was made in accordance with LOE (the Spanish General Educational Law approved in 2006), but as discussed in the article, it adapts to the proposal made afterwards by LOMCE (the current Spanish General Education Law, approved in 2013) to overcome some of the issues found in the implementation of Competency-based evaluation. The findings of the study show that it is necessary to break down the learning standards defined in LOMCE to facilitate their assessment. Moreover, we have also found that the evaluation of learning should be continuous and differentiated based on observation according to the learning goals.
oai:oai.hipatiapress.com:article/1797
2021-02-26T09:50:33Z
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2021-02-26T09:50:33Z
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Vol. 5 No. 2 (2016): June; 136-166
An Exploration of Iranian EFL Teachers’ Perceptions on the Globalization and Hegemony of English
Safari, Parvin; Shiraz University, Iran
Razmjoo, Seyyed Ayatollah; Associate Professor of TEFL, Shiraz University, Iran
2016-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1797
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Globalization as an increasingly influencing force has led English language to become the lingua franca of the world. However, the global spread of English is considered as linguistic and cultural imperialism of English speaking countries to exert their dominance, power, culture, ideology and language over the periphery countries. The devastating consequence of this hegemony, according to Canagarajah (2005) can be putting learners in danger of losing their languages, cultures, and identities, giving rise to the devaluation of their local knowledge and cultures. Here, the researchers administ interview to explore thirty-seven experienced Iranian EFL teachers’ (18males/19females) perceptions on English globalization and its hegemony, who were selected based on purposive sampling. The researchers’ adoption of Strauss and Corbin’s (1998) constant comparative method revealed that although Iranian English teachers admitted globalization as an inevitable reality and English language as a tool in the service of globalization to smooth communication among people, they took up a counter-hegemonic stance and resistance towards the values associated with its use. They also suggested some anti-hegemonic strategies to de-colonize the power, culture, values, and ideologies of the West which tries to marginalize other countries and people.
oai:oai.hipatiapress.com:article/1814
2021-02-26T09:49:36Z
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2021-02-26T09:49:36Z
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Vol. 5 No. 1 (2016): February; 77-104
Across gender. Work situations of Rural Women in the South of Spain
Suárez-Ortega, Magdalena; Universidad de Sevilla
2016-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1814
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Even though undeniable social changes such as gender discrimination have occurred, the forms of access to public education and employment, as well as the conditions under which these jobs are carried out, are often loaded with sexist biases.Using the biographical-narrative method and a combination of techniques and strategies for gathering and analysing information, the current paper presents an empirical longitudinal study examining the labour situation of rural women who participate in different employment -professional and guidance- training activities. The women´s perceptions and interpretations of their training and professional situations wereanalysed, as well as their opportunities related to finding a job when they completed their education. Additionally, this study examined the extent to which the public services for employment training were adequate andfunctionalfor women regarding whether these services achieved their anticipated aims.We concluded gender inequalities on the employment situation of women, and the importance of implementing urgent measures to fight against the employment crisis from an equality way.
oai:oai.hipatiapress.com:article/1883
2021-02-26T09:49:50Z
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2021-02-26T09:49:50Z
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Vol. 5 No. 2 (2016): June; 200-225
Teacher Demoralization, Disempowerment and School Administration
Tsang, Kwok Kuen; Caritas Institute of Higher Education
Liu, Dian; University of Stavanger
2016-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1883
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Teacher demoralization is a concept describing the negative emotional experiences affecting teachers’ well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers’ well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers’ perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.
oai:oai.hipatiapress.com:article/1934
2021-02-26T09:38:44Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/1934
2021-02-26T09:38:44Z
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Vol. 5 No. 3 (2016): October; 309-331
Narrative Daily: Relationships and Meetings at Secondary Education
Cabrera Cuadros, Valeska; Universitat de Barcelona
Fuentes Quesada, Laura; Institut Quatre Cantons
2016-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/1934
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During the academic year 2014-2015, an investigation was conducted in an innovative school in Barcelona where a teacher used personal diaries written by its students during their Catalan lessons in 2nd high school. The objective of this activity was to use this tool to work with and from the students’ emotions, and create a communication channel to enhance closeness in the student-teacher relationship that would also benefit their Catalan language learning process. The second stage of the study includes four participants: three students and one teacher. The objectives are: (a) to do a follow-up on the agents who were involved in the creation of personal diaries and (b) to see what this type of activity made them feel in terms of communication and relationship between teacher-student. The method that has guided this work is biographical narrative and some of the conclusions are that the use of narrative newspapers could be a useful tool in improving teaching and even learning itself because it helps establish links between teacher-student and because it allows expressing the experiences using language first hand.
oai:oai.hipatiapress.com:article/2018
2021-02-26T09:27:26Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2018
2021-02-26T09:27:26Z
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Vol. 5 No. 3 (2016): October; 229-254
Research as a Respectful Practice: an Exploration of the Practice of Respect in Qualitative Research
O'Grady, Emmanuel; University of Limerick
2016-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2018
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This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.
oai:oai.hipatiapress.com:article/2019
2021-02-26T09:36:28Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2019
2021-02-26T09:36:28Z
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Vol. 5 No. 3 (2016): October; 276-308
My Story, My Identity: Doctoral Students of Color at a Research University
Jaeger, Audrey J.; North Carolina State University
Haley, Karen J.; Portland State University
2016-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2019
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We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.
oai:oai.hipatiapress.com:article/2061
2021-02-26T10:11:57Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2061
2021-02-26T10:11:57Z
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Vol. 6 No. 1 (2017): February; 56-85
Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome
Noda, Aurelia; Universidad de La Laguna
Bruno, Alicia; Universidad de La Laguna
2017-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2061
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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.
oai:oai.hipatiapress.com:article/2105
2021-02-26T10:11:18Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2105
2021-02-26T10:11:18Z
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Vol. 5 No. 3 (2016): October; 255-275
School Physical Education in Three Chilean Schools: a Characterization of their Teaching Practices
Moreno-Doña, Alberto; Universidad de Valparaíso
Valencia-Peris, Alexandra; Universidad de Valencia
Rivera-García, Enrique; Universidad de Granada
2016-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2105
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Physical Education (PE) generally, and Chilean one, specifically, is in the middle of an identity crisis. There is a vision of the body as a production object. This vision has been generated in the light of social Darwinism, and at the same time there are other more conciliatory and global approaches. This investigation tries, with a holistic approach based on participating observation, to look into the practices carried out in relation to PE in schools in the Chilean context. The main conclusion from the analysis carried out is that in schools, PE is mainly focused on “doing” and on the production of results that can later on be assessed with objectivity. This means that schools are still an environment in which discrimination is still present and motor competency is the regulating factor for the processes generated in schools.
oai:oai.hipatiapress.com:article/2192
2021-02-26T09:27:57Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2192
2021-02-26T09:27:57Z
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Vol. 6 No. 1 (2017): February; 22-55
The Integration of Immigrant Students in a School Sports Program with Social Transformations Purposes
Carter-Thuillier, Bastian; 1. Facultad de Educación-Universidad Católica de Temuco, Chile.
2. Observatorio del Deporte/Núcleo de Investigación en Salud, Actividad Física y Deporte/ Departamento de Ciencias de la Actividad Física – Universidad de Los Lagos, Chile.
López-Pastor, Víctor; 1.Facultad de Educación de Segovia-Universidad de Valladolid, España.
Gallardo Fuentes, Francisco; 1. Observatorio del Deporte/Núcleo de Investigación en Salud, Actividad Física y Deporte/ Departamento de Ciencias de la Actividad Física – Universidad de Los Lagos, Chile.
2017-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2192
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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.
oai:oai.hipatiapress.com:article/2222
2021-02-26T10:09:11Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2222
2021-02-26T10:09:11Z
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Vol. 6 No. 1 (2017): February; 86-116
The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education
Romar, Jan-Erik; Umeå University
Frisk, Alexandra; Åbo Akademi University, Faculty of Education and Welfare Studies
2017-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2222
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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.
oai:oai.hipatiapress.com:article/2276
2021-02-26T10:07:47Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2276
2021-02-26T10:07:47Z
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Vol. 6 No. 1 (2017): February; 1-21
A Narrative Inquiry into Rural School Leadership in South Africa
Smit, Brigitte; University of South Africa
2017-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2276
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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.
oai:oai.hipatiapress.com:article/2368
2021-02-26T10:10:29Z
qre:ART
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v2
https://hipatiapress.com/hpjournals/index.php/qre/article/view/2368
2021-02-26T10:10:29Z
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Vol. 6 No. 2 (2017): June; 149-178
“Work on Something Else”: Autobiographyc Research of a Physical Education Professor
Hortigüela Alcalá, David; Universidad de Burgos
Hernando Garijo, Alejandra; Facultad de Educación. Universidad de Burgos
2017-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2368
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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.
oai:oai.hipatiapress.com:article/2374
2021-02-26T10:10:04Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2374
2021-02-26T10:10:04Z
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Vol. 6 No. 2 (2017): June; 121-148
Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research
Sohn, Brian Kelleher; The University of Tennessee, Knoxville
Thomas, Sandra P.; The University of Tennessee, Knoxville
Greenberg, Katherine H.; The University of Tennessee, Knoxville
Pollio, Howard R.; The University of Tennessee, Knoxville
2017-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2374
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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.
oai:oai.hipatiapress.com:article/2475
2021-02-26T10:06:59Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2475
2021-02-26T10:06:59Z
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Vol. 6 No. 2 (2017): June; 179-213
Understanding the Motivations: a Qualitative Analysis of Israelis Holding a Bachelor's Degree who Pursue an MBA Abroad
Sasson, Ayelet; Bar Ilan University, Israel
Tel Aviv University, Israel
2017-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2475
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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.
oai:oai.hipatiapress.com:article/2583
2021-02-26T10:05:35Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2583
2021-02-26T10:05:35Z
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Vol. 6 No. 3 (2017): October; 241-275
‘Because Sometimes Your Failures Can Also Teach You Certain Skills’: Lecturer and Student Perceptions of Employability Skills at a Transnational University
Paterson, Richard; University of Westminster
2017-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2583
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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.
oai:oai.hipatiapress.com:article/2713
2021-02-26T10:14:13Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2713
2021-02-26T10:14:13Z
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Vol. 6 No. 2 (2017): June; 214-238
Student and Teacher Perception of a Peer Mediation Program
Silva Lorente, Isabel; Centro Universitario Cardenal Cisneros.
Torrego Seijo, Juan Carlos; Universidad de Alcalá (UAH)
2017-06-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2713
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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.
oai:oai.hipatiapress.com:article/2756
2021-02-26T10:04:09Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2756
2021-02-26T10:04:09Z
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Vol. 6 No. 3 (2017): October; 276-302
Stroking the Net Whale: a Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces
Kasperiuniene, Judita; Vytautas Magnus University and Aleksandras Stulginskis University
Zydziunaite, Vilma; Vytautas Magnus University
Eriksson, Malin; Umeå University
2017-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2756
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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.
oai:oai.hipatiapress.com:article/2783
2021-02-26T10:02:21Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/2783
2021-02-26T10:02:21Z
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Vol. 6 No. 3 (2017): October; 303-326
Learning to Listen in Educational Research
Sierra Nieto, José Eduardo; Universidad de Cádiz
Blanco García, Nieves; Universidad de Málaga
2017-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2783
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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.
oai:oai.hipatiapress.com:article/2947
2021-02-26T10:01:41Z
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2021-02-26T10:01:41Z
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Vol. 6 No. 3 (2017): October; 327-351
Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers
Landrum, Brittany; University of Dallas
Guilbeau, Catherine; Duquesne University
Garza, Gilbert; University of Dallas
2017-10-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/2947
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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.
oai:oai.hipatiapress.com:article/3051
2021-02-26T10:00:52Z
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2021-02-26T10:00:52Z
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Vol. 7 No. 1 (2018): February; 36-63
"To Be" as a Project: an Autoethnography of the Vital Project Construction Process for a Physical Education Teacher
López Secanell, Irene; FLORIDA UNIVERSITARIA (CATARROJA, VALENCIA)
2018-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3051
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This essay has the purpose of analyzing the development of my vital project as a Physical Educations teacher. It has been designed using the qualitative methodology through a reflexive auto ethnography with the biographical accounts that I had developed for the past 7 years. The categories that structure the results correspond to the stages that according to Romero (2004) are necessary to reach the vital project: “Reconnaissance stage”, “Crystallisation stage”, “Specification stage” and “Fulfilment stage”. The analysis confirms that going through all of these stages has allowed me becoming a reflective, critical and creative person and has eased me reaching my vital project. In addition, the essay shows the professional development that I have experienced along the process and that has allowed me setting up a new innovative physical education based on the Contemporary Art. It concludes with the importance for the teachers to think about their vital project in order to share with their students the importance that using biographical accounts has as instruments to show them the evolution of a teacher's professional practice.
oai:oai.hipatiapress.com:article/3062
2021-02-24T13:22:03Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3062
2021-02-24T13:22:03Z
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Vol. 7 No. 1 (2018): February; 64-86
Peer Bonds in Urban School Communities: An Exploratory Study
Leach, Nicole; Mississippi State University
2018-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3062
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The literature identifies three main types of peer associations: cliques, crowds, and dyadic friendships. When schools create learning communities, an additional type of peer association may emerge that is not based on interactions but instead is based on membership in a shared community. The aim of this study is to qualitatively explore the nature and characteristics of this association, labeled peer bonds. Observational data (n=432) and semi-structured interviews (n=33) were collected in two urban high schools over the course of three academic years. Data were analyzed using the constant comparison method. Findings suggest that there are six characteristics of peer bonds: investment in peer success, shared identity, shared values, pedagogical caring, shared success, and shared failure. The scholarly significance of this study is the expansion of theoretical conceptualizations of peer associations in learning communities while the practical significance is the potential use of a largely underutilized source for academic interventions, peers, by creating school community.
oai:oai.hipatiapress.com:article/3064
2021-02-24T13:22:34Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3064
2021-02-24T13:22:34Z
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Vol. 7 No. 1 (2018): February; 1-35
Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors
Constantinou, Costas S.; University of Nicosia Medical School
Nicolaou, Stella A.
2018-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3064
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Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challenges, Support (MCS) Cycle Model” for the development of PBL tutors.
oai:oai.hipatiapress.com:article/3167
2021-02-24T13:22:56Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3167
2021-02-24T13:22:56Z
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Vol. 7 No. 1 (2018): February; 87-113
Lesson Study in University. An Experience to Improve Classroom Practices
Braga Blanco, Gloria; Universidad de Oviedo
Verdeja Muñiz, María; Universidad de Oviedo
Calvo Salvador, Adelina; Universidad de Cantabria
2018-02-27
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3167
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The paper presents the qualitative analysis of a Lesson Study process in Higher Education. The Lesson Study was developed in the degree of Pedagogy in the University of Oviedo in the context of an Interuniversity Project developed over two academic years (2015-16 and 2016-17). The aims of the analysis were two. On the one hand, to identify dilemmas and questions about teaching and learning arose during the LS (describing how participants faced them and analysing them in the light of current debates on university teaching). On the other hand, to discuss the potentials of LS for teaching improvement and professional development in University. Four techniques were used for data collection: natural observation of classroom practices, field notes and diary, interviews with the teacher and focus group. At the end of the process a final report was written.The categorization of data allowed us to identify problematic areas of the lesson, to analyse how participants faced them and to discuss the potentials of the methodology of LS for professional development in Higher Education.
oai:oai.hipatiapress.com:article/3240
2021-02-24T13:23:21Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3240
2021-02-24T13:23:21Z
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Vol. 7 No. 2 (2018): June; 118-143
Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program
Abuya, Benta A.; African Population and Health Research Center (APHRC)
Wekulo, Patricia; African Population and Health Research Center (APHRC)
Muhia, Nelson; African Population and Health Research Center (APHRC)
2018-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3240
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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.
oai:oai.hipatiapress.com:article/3341
2021-02-24T13:24:10Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3341
2021-02-24T13:24:10Z
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Vol. 7 No. 2 (2018): June; 144-169
The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences
Koohestani, Hamid Reza; Department of Medical Education, School of Medicine, Center of Educational Re-search in Medical Sciences, Iran University of Medical Sciences, Tehran, Iran.
Soltani Arabshahi, Seyed Kamran; Department of Medical Education, School of Medicine, Center of Educational Re-search in Medical Sciences, Iran University of Medical Sciences, Tehran, Iran.
Ahmadi, Fazlollah; Tarbiat Modares University, Department of Nursing, Tehran, Iran.
2018-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3341
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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.
oai:oai.hipatiapress.com:article/3350
2021-02-24T13:24:34Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3350
2021-02-24T13:24:34Z
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Vol. 7 No. 2 (2018): June; 170-196
Photographs as a Research Tool in Child Studies: Some Analytical Metaphors and Choices
Poveda, David; Universidad Autónoma de Madrid
Matsumoto, Mitsuko
Morgade, Marta
Alonso, Esperanza
2018-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3350
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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.
oai:oai.hipatiapress.com:article/3383
2021-02-24T13:23:44Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3383
2021-02-24T13:23:44Z
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Vol. 7 No. 2 (2018): June; 197-237
Investigation of the Contribution of Differentiated Instruction into Science Literacy
Şentürk, Cihad; Karamanoğlu Mehmetbey University
Sari, Hakan; Necmettin Erbakan University
2018-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3383
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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.
oai:oai.hipatiapress.com:article/3482
2021-02-24T13:34:43Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3482
2021-02-24T13:34:43Z
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Vol. 7 No. 3 (2018): October; 241-264
Learning about Educational Research: a Community of Knowledge towards the Writing Developed during our Doctoral Work
Quiles-Fernández, Emma; Centre for Research for Teacher Education and Development
University of Alberta
Canada
Hizmeri, Julio; Universidad Católica de la Santísima Concepción, Chile.
Hormazábal Fajardo, Roxana; Universidad Academia de Humanismo Cristiano, Chile.
2018-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3482
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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.
oai:oai.hipatiapress.com:article/3528
2021-02-24T19:19:45Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3528
2021-02-24T19:19:45Z
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Vol. 7 No. 3 (2018): October; 265-303
An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study
Kılıç, Ahmet; Bozok University
Öztürk, Ayşe; Gaziantep University
2018-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3528
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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.
oai:oai.hipatiapress.com:article/3603
2021-02-24T19:20:11Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3603
2021-02-24T19:20:11Z
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Vol. 7 No. 3 (2018): October; 304-334
Families Involvement in Physical Education
Castanedo, José Manuel; Universidad de Barcelona
Capllonch, Marta; Universidad de Barcelona
2018-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3603
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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.
oai:oai.hipatiapress.com:article/3640
2021-02-24T19:20:35Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3640
2021-02-24T19:20:35Z
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Vol. 7 No. 3 (2018): October; 335-358
Narrative Inquiry on Factors that Promote School Success on Students at Risk
Martín Alonso, Diego; Universidad de Málaga
Blanco García, Nieves; Universidad de Málaga
2018-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3640
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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.
oai:oai.hipatiapress.com:article/3706
2021-02-25T17:41:47Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3706
2021-02-25T17:41:47Z
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Vol. 8 No. 1 (2019): February; 1-26
Career Education Discourse: Promoting Student Employability in a University Career Center
Helens-Hart, Rose; Fort Hays State University, Department of Applied Business Studies
2019-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3706
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In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability.
oai:oai.hipatiapress.com:article/3795
2021-02-25T17:42:43Z
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2021-02-25T17:42:43Z
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Vol. 8 No. 1 (2019): February; 27-59
Multiple Layers: Education Faculty Reflecting on Design-Based Research focused on Curricular Integration
Gallagher, Tiffany L.; Brock University
Fazio, Xavier
2019-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3795
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What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers.
oai:oai.hipatiapress.com:article/3942
2021-02-25T17:42:20Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3942
2021-02-25T17:42:20Z
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Vol. 8 No. 1 (2019): February; 89-121
The Supervisory Relationship Experiences of Turkish First- Time and Advanced Supervisees
Meydan, Betül; Ege University
Koçyiğit, Melike; Akdeniz University
2019-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3942
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The aim of this study was to examine Turkish first-time and advanced supervisees’ supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate- and graduate-level supervisees’ supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master’s, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor’s facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee’s self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional kills. The study findings were discussed and some implications are suggested.
oai:oai.hipatiapress.com:article/3946
2021-02-26T09:01:08Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3946
2021-02-26T09:01:08Z
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Vol. 8 No. 1 (2019): February; 60-88
New Insights on Young Peoples’ Motivation in Lower Secondary Education in Denmark
Pless, Mette; Aalborg University, CEFU
Katznelson, Noemi; Aalborg University, CEFU
2019-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3946
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In this article we explore and develop the understanding of young people’s motives for (non)participation in lower secondary education. Based on a two-year study dominated by qualitative and explorative methods, we combine a focus on young peoples’ motives and goal orientations with a socio-cultural (and social constructivist) understanding of motivation/learning (Wenger, 1998; Wertsch, 1994). This combination allows us to explore the dynamic complexity of pupils’ motives for participation in school and look into how motivation is produced in the interplay between individual goals and motives and the learning climate within the school context (Ames, 1992; Dowson & McInerney, 2003; Maehr & Zusho, 2009; Jackson, 2006; Lemos, 2001). In the article, we identify key motivational orientations as they unfold in the social and learning processes that take place in the learning contexts young people are part of. As a mean to synthesise and highlight the complexities at play we introduce a situated model that visualises our results.
oai:oai.hipatiapress.com:article/3947
2021-02-26T09:06:50Z
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/3947
2021-02-26T09:06:50Z
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Vol. 8 No. 3 (2019): October; 248-275
Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice
Gong, Susan P.; Brigham Young University
Yanchar, Stephen C.; Brigham Young University
2019-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/3947
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This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.
oai:oai.hipatiapress.com:article/4016
2021-02-26T09:07:16Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/4016
2021-02-26T09:07:16Z
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Vol. 8 No. 3 (2019): October; 276-314
The First Year in Teaching: Changes in Beginning Teachers’ Visions and Their Challenges
Ergunay, Onur; Eskisehir Osmangazi University
Adiguzel, Oktay Cem; Anadolu University
Faculty of Education
Eskisehir
2019-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4016
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The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants’ visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers’ visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.
oai:oai.hipatiapress.com:article/4036
2021-02-26T09:08:43Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/4036
2021-02-26T09:08:43Z
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Vol. 8 No. 2 (2019): June; 126-147
Where is my Capital? A Personal Reflection about Ability and the Access to Recognition for Inclusion in Physical Education
Nabaskues, Itsaso; University of the Basque Country
Usabiaga, Oidui; Universidad del País Vasco
Martos-García, Daniel; Universitat de València
2019-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4036
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Ability is a social construction that influences the access to recognition of people in the field of physical activity and sports (PASS) and in PE in particular. However, the notion of ability is defined in a simplistic and traditional manner and, consequently, experiences of symbolic violence are visible for those with specific body and tastes that do not match the dominant normative and hegemonic discourses embedded in the field. This study focuses on the narration of my own experiences of symbolic violence and “capital-dependence” as an “able” woman in the field of PASS. Through the analysis of critical moments from a retrospective point of view, I try to explain the evolution of my way of understanding the notion of ability and the circumstances that have contributed to the transformation of my discourse based on the socio-cultural perspective. I conclude that it is necessary to promote reflective practice in preservice teacher education programs as a way to increase awareness of embodied discourses’ influence in and from the different fields of PASS towards the construction of more inclusive movement contexts.
oai:oai.hipatiapress.com:article/4093
2021-02-26T09:12:12Z
qre:ART
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https://hipatiapress.com/hpjournals/index.php/qre/article/view/4093
2021-02-26T09:12:12Z
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Vol. 8 No. 2 (2019): June; 148-181
Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh
Mahmadun Nuby, Md. Hasan; Universiti Sultan Zainal Abidin
Ab Rashid, Radzuwan; Universiti Sultan Zainal Abidin, 21300 Kuala Nerus, Terengganu
Hasan, Mohammad Rakibul; Universiti Sultan Zainal Abidin
2019-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4093
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This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.
oai:oai.hipatiapress.com:article/4111
2021-02-26T09:09:27Z
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Vol. 9 No. 1 (2020): February; 32-64
Looking Inside the Strategic Plans: Strengths and Weaknesses of Turkish Higher Education Institutions
Selvitopu, Abdullah; Karamanoglu Mehmetbey University
Kaya, Metin; Bayburt University
2020-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4111
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As strengths and weaknesses are regarded as internal features of an organization, the present study focused on strengths and weaknesses of Turkish public universities by analyzing the SWOTs (Strengths, Weaknesses, Opportunities, Threats) of twenty higher education institutions. By applying qualitative content analytical tools, we tried to make some comparisons, twenty universities, ten ranked at the top and ten at the bottom of the URAP list, were chosen to analyze the strengths and weaknesses. Findings show that all universities top or bottom ones have internal strengths and weaknesses on their own. The strengths of universities differ according to their size, field of service, structure, history and geographical locations. Top universities which are in big size, have a deeply rooted history and situated in a better geographical location can enjoy the strengths as qualified faculty members, organizational culture, internationalization process, infrastructure and good alumni relations. On the other hand, bottom universities which have not got those advantages deal with other strengths such as young faculty members, organizational support and internal communication. As for the weaknesses, top universities need more budget and acceptable rate of faculty member and student. Bottom ones need more qualified faculty members, students and staff. As they are located in disadvantageous regions, they are in need of some promotions to attract faculties, staff, national and international students. In addition, they also should be aware of the contributions of good alumni relations.
oai:oai.hipatiapress.com:article/4186
2021-02-26T09:09:54Z
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Vol. 8 No. 2 (2019): June; 215-244
Cultural Literacy in Mother Tongue Education: an Action Research
Bal, Mazhar; Akdeniz University
Mete, Filiz
2019-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4186
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The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.
oai:oai.hipatiapress.com:article/4304
2021-02-26T09:12:20Z
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Vol. 9 No. 1 (2020): February; 1-31
Turkish First-Time Supervisees’ Disclosure and Nondisclosure in Clinical Supervision
Meydan, Betül; Ege University
2020-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4304
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This study sought to examine Turkish first-time supervisees’ opinions regarding disclosure and nondisclosure in clinical supervision via a case study design. The data was collected from 19 volunteer first-time supervisees through a semi-structured interview form and analyzed with content analysis. Results indicated that supervisees’ content of disclosures included supervisory needs and thoughts about supervisor while content of nondisclosure consisted of personal issues, supervision-related issues, and negative feelings about client. Nevertheless, supervisee disclosure was positively influenced by supervisor’s personal characteristics and interventions; supervisee’s expectations from disclosure and personal characteristics, as well as existence of peers in supervision environment and strong supervisory relationship. However, supervisor’s personal characteristics; supervisee’s personal characteristics, negative attitudes toward disclosure, and supervision; and also peers, poor supervision time, poor structure for supervision, evaluation concerns, and weak supervisory relationship have some negative effects on supervisee disclosure. Moreover, supervisee disclosure and nondisclosure had intense effects on supervisee and supervision.
oai:oai.hipatiapress.com:article/4329
2021-02-26T09:11:04Z
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2021-02-26T09:11:04Z
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Vol. 8 No. 3 (2019): October; 315-340
‘See Me as I see Myself:’ A Phenomenological Analysis of Grade Bump Requests
Landrum, Brittany; University of Dallas
2019-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4329
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At the end of every semester, some students will boldly email me asking for their grade to be bumped. These requests and their motives seem closely tied to academic entitlement, which has mostly been studied quantitatively. Creating a dialogue with this published literature, this research seeks to uncover the lived meanings of a grade perceived as unjust. Using a Heideggerian life-world approach, I analyzed an email archive to explore how students are projecting lived understandings of themselves that are at odds with their grades. In their plaintive plea to change their grades, the students are seeking affirmation of their self-understanding, demanding to be seen and valued as they see themselves. These results are discussed in light of the literature reviewed and directions for future research are proffered.
oai:oai.hipatiapress.com:article/4356
2021-02-26T09:11:37Z
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Vol. 8 No. 2 (2019): June; 182-214
Between Asylum Walls. Nacionalitation Processes in Child Guardianship Centers in Spain during the First Period of Francoism
Sanz Simón, Carlos; Universidad Complutense de Madrid
Sonlleva Velasco, Miriam; Universidad de Valladolid
Rabazas Romero, Teresa; Universidad Complutense de Madrid
2019-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4356
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The article proposes to know how the formation of the national identity took place in the tutelary institutions of the first Francoism, during the stage of primary schooling, in the city of Madrid. To do this, a documentary collection of reports on practices and the statistics of the yearbooks of the National Institute of Statistics are used. Applying a historical-educational methodology, the texts and photographs of the archive are analyzed around three categories: national identity, educational practices, and the gender perspective. The results show the politicization and indoctrination to which the students were subjected in these centers, in which the symbology, the school subjects and the daily practices became tools to train in their own education of each sex and social class. The study advances the need to carry out new research with alternative sources and in other contexts in order to know how this education was lived by those who suffered the "protection" of National-Catholicism in the post-war tutelary institutions.
oai:oai.hipatiapress.com:article/4483
2021-02-26T09:12:03Z
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2021-02-26T09:12:03Z
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Vol. 8 No. 3 (2019): October; 341-377
“It Requires Interest, Time, Patience and Struggle”: Novice Researchers’ Perspectives on and Experiences of the Qualitative Research Journey
Kalman, Mahmut; Gaziantep University
2019-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4483
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This study aimed at exploring novice researchers’ experiences of and perspectives on the qualitative research journey and determining the difficulties tackled and strategies developed while conducting qualitative research. The study was an interview-based qualitative case study involving nine graduate students in education as the participants. The data were collected between 2017 and 2019 at a state university located in Southeastern Turkey. The content-analyzed data revealed several findings about the research topic, indicating that the novice researchers considered the qualitative research journey as daunting and overwhelming, but pleasurable and satisfying. Despite scholarly development and lessons learned in the process, the researchers confronted with several difficulties concerning data collection, analysis and interpretation, recruitment and developing rapport, representation of findings, and the research process as a whole. They developed personal and external support strategies during the research journey. The metaphorical perceptions portrayed the elusive and distinctive nature of qualitative research.
oai:oai.hipatiapress.com:article/4531
2021-02-24T12:31:44Z
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Vol. 9 No. 1 (2020): February; 95-123
Exploring the Prevalence of Teachers’ Organizational Citizenship Behaviour and its Determinants: Evidence from an under-researched Cultural Milieu
Gnanarajan, Ariyaratnam Harry; St. John's College Jaffna
Kengatharan, Navaneethakrishnan; University of Jaffna
Velnampy, Thirunavukkarasu; University of Jaffna
2020-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4531
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Teachers’ organizational citizenship behaviour (OCB) is the teacher behaviour that is discretionary, not directly or explicitly recognised by the formal reward system. The factors found to be determining Teachers’ OCB are different, hinging on country-culture specific nature. Research studies in the sphere of Teachers’ OCB have heretofore been overlooked in Sri Lanka and other similar Asian countries. Hence, this study aims at exploring the degree of prevalence of teacher OCB and its dominant determinants among the teachers in Sri Lanka. The study draws on in-depth qualitative data from interviews and the participants included a convenience sample of teachers and principals employed in secondary schools. The data were analysed deductively using content analysis method. The findings reveal that the teachers’ propensity to perform OCB - towards students, school and their colleagues - is on the decline. The determinants, such as work-family conflict, perceived organizational support, teacher values, teachers’ self-efficacy, student behaviour patterns, and teachers’ pupil control ideologies, seem to be dominant attributing to the low levels of teachers’ OCB.
oai:oai.hipatiapress.com:article/4596
2021-02-24T12:25:57Z
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Vol. 9 No. 1 (2020): February; 65-94
“I Became a Different Person”: Personal Change of Lithuanian Foster Parents through Informal Learning
Bagdonaite-Stelmokiene, Ramune; Kolping University of Applied Sciences
Zydziunaite, Vilma; Vytautas Magnus University
2020-02-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4596
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Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a narrative interview, 19 foster parents (12 women and 7 men) were interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster care.
oai:oai.hipatiapress.com:article/4997
2021-02-24T12:25:36Z
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2021-02-24T12:25:36Z
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Vol. 9 No. 2 (2020): June; 128-159
Factors Influencing Foreign Language Learning in eSports. A Case Study
Postigo Fuentes, Ana Yara; University of Málaga
Fernández Navas, Manuel
2020-06-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/4997
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The overwhelming growth of the eSport industry in different countries and the possibility of playing online these videogames have allowed Spanish players to communicate with players from other countries that speak a different language, creating a new learning context. In this case study, we wanted to analyse how the process of language learning occurs in the eSport context through a qualitative research design. For that purpose, we used observations, analysis of the oral output during gaming, interviews with players and organization team in an amateur league and assessment of their communicative skills. The results show the importance of the communication in the interaction with the community and the team, the influence of the social context and inside the game and the intrinsic motivation due to the use value of learning in a pluricultural and competitive context.
oai:oai.hipatiapress.com:article/5063
2021-02-28T11:07:10Z
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2021-02-28T11:07:10Z
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Vol. 9 No. 3 (2020): October; 273-299
Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives
Constantinou, Costas S; University of Nicosia Medical School
Andreou, Panayiota; University of Nicosia Medical School
Papageorgiou, Alexia; University of Nicosia Medical School
McCrorie, Peter; St George's, University of London/ University of Nicosia Medical School
2020-10-28
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
url:https://hipatiapress.com/hpjournals/index.php/qre/article/view/5063
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Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.
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