Qualitative Research in Education https://hipatiapress.com/hpjournals/index.php/qre <p><strong><em>Qualitative Research in Education</em></strong> journal is an online journal fourth-monthly published by Hipatia which shows the results of qualitative researches aimed to promote significantly the understanding and improvement of the educational processes.<em> Qualitative Research in Education gathers the </em>outcomes from the educational researches carried out in different fields, disciplines and qualitative methodological approaches. These investigations have as a final purpose to improve the educational processes or contexts. Consequently, the journal will publish disciplinary and multi-disciplinary pieces of work linked to education and more precisely to Pedagogy, Sociology, Anthropology, History, Philosophy, Linguistics, Geography, Mathematics, Physical Education, Music or Political Science.</p> <p>This scientific journal was created to meet the need for recording the increasing scientific knowledge generated from qualitative researches. <em>Qualitative Research in Education </em>is one of the first scientific journals on this theme. It intends to be an international space for debate and educational reflection on participative implementations on research which involves the reality that is being investigated, the understanding of educational phenomena as well as the evidence that can encourage not only equity and improvement of outcomes in education but also a social change.</p> <p><strong>Peer Review Policy: </strong>All research articles in this journal have undergone rigorous double-blind peer review, based on initial editor screening and anonymized refereeing by two anonymous referees.</p> <p><strong>Licence: </strong>Until October 5th 2013, Hipatia Press scientific journals were published under Creative Commons Attribution NonCommercial-NoDerivative License (CC BY NC ND). Hipatia Press journals decided to change the license and use the Creative Commons Attribution (CC BY) as recommended by the Budapest Open Access Initiative taking into account its commitment with Open Access.</p> Hipatia Press en-US Qualitative Research in Education 2014-6418 <p>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.</p> The Provisions of Learning Experiences in the Early Childhood Development Centers against the COVID-19 Pandemic https://hipatiapress.com/hpjournals/index.php/qre/article/view/12376 <p class="Abstract"><span lang="EN-US">This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the Covid-19 pandemic, focusing on the "what" and "how" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the Covid-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of Covid-19.</span></p> Ninlapa Jirarattanawanna Sukon Vattanaamorn Wattanachai Kwalamthan Copyright (c) 2024 Ninlapa Jirarattanawanna; Sukon Vattanaamorn; Wattanachai Kwalamthan http://creativecommons.org/licenses/by/4.0 2024-02-28 2024-02-28 13 1 1 18 10.17583/qre.12376 Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers https://hipatiapress.com/hpjournals/index.php/qre/article/view/11964 <p class="Abstract"><span lang="EN-US">Reversibility thinking carried out mentally in mathematical operations has an important role in the process of understanding concepts as it involves developing a thinking process from beginning to end and from end to beginning. This qualitative research aims to describe students' reversible thinking processes in solving algebra problems, specifically in climber-type adversity quotient. A total of 2 students who have the climber type were selected as participants from 36 potential subjects involved in the research. Data collection was carried out by providing Adversity Response Profile questionnaires, Test of Thinking Reversible, and semi-structured interviews. Our participants solved problems according to polya stages and through forward and reverse processes. The results of data analysis show that in the forward process, there are 2 aspects of reversible thinking, namely negation and reciprocity, while in the reverse process, they involve 2 aspects of reversible thinking, namely the capability to return to initial data after obtaining the result and negation. The results suggest that student's ability to perform mental reversals indicates a strong reversible thought process, leading to more precise cognitive thinking.</span></p> Fadrik Adi Fahrudin Cholis Sa'dijah Erry Hidayanto Hery Susanto Copyright (c) 2024 Fadrik Adi Fahrudin, Cholis Sa'dijah, Erry Hidayanto, Hery Susanto http://creativecommons.org/licenses/by/4.0 2024-02-28 2024-02-28 13 1 19 42 10.17583/qre.11964 Comprehensive Sexual Education in Chile: Barriers and Opportunities to Implement Educational Programmes https://hipatiapress.com/hpjournals/index.php/qre/article/view/12524 <p>The scientific literature has emphasised the importance of addressing comprehensive sexuality education (CSE) in formal educational settings. In the last decade, several legal norms have been developed that promote the implementation of CSE programmes in Chile. However, there are still difficulties in guaranteeing the right to CSE in Chilean educational establishments. The aim of this study is to identify the existing barriers through the perspective of management teams from different schools. In addition, we have incorporated the perspective of teachers who are active in feminist groups, because for years they have been promoting a discourse in favour of CSE. This has allowed us to identify opportunities that favour the sexual health of children and young people in the country. This research is an exploratory study using qualitative methods, in which 30 education professionals, 15 managers and 15 feminist teachers were interviewed. It can be concluded that CSE plans constantly face internal barriers from teachers and management teams. Many of these difficulties are associated with the ideologies and beliefs of the professional teams, but also with external pressures from families and ideological groups.</p> Roxana Nicol Poblete-Inostroza Copyright (c) 2024 Roxana Nicol Poblete-Inostroza http://creativecommons.org/licenses/by/4.0 2024-02-28 2024-02-28 13 1 43 63 10.17583/qre.12524 Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University https://hipatiapress.com/hpjournals/index.php/qre/article/view/12154 <p class="Abstract"><span lang="EN-US">This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.</span></p> Anh-Thi Nguyen Huong-Tra Nguyen Hoang-Yen Phuong Thanh-Thao Le Trut-Thuy Pham Anh-Thu Huynh-Thi Copyright (c) 2024 Anh-Thi Nguyen, Huong-Tra Nguyen, Hoang-Yen Phuong, Thanh-Thao Le, Trut-Thuy Pham, Anh-Thu Huynh-Thi http://creativecommons.org/licenses/by/4.0 2024-02-28 2024-02-28 13 1 64 82 10.17583/qre.12154