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Qualitative Research in Education最新文献

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El Pensamiento Reflexivo a través de las Metodologías Narrativas: Experiencias de Innovación en Educación Superior, Coordinado por Marta Sabariego Puig 通过叙事方法进行反思：玛尔塔·萨巴雷戈·普伊格协调的高等教育创新经验
IF 1.4
Qualitative Research in Education Pub Date : 2018-11-01 DOI: 10.17583/QRE.2019.4364
Daniel Bores García
{"title":"El Pensamiento Reflexivo a través de las Metodologías Narrativas: Experiencias de Innovación en Educación Superior, Coordinado por Marta Sabariego Puig","authors":"Daniel Bores García","doi":"10.17583/QRE.2019.4364","DOIUrl":"https://doi.org/10.17583/QRE.2019.4364","url":null,"abstract":"..................................................................................................................................................................................8 PREÁMBULO .............................................................................................................................................................................9 INTRODUCCIÓN ............................................................................................................................................................... 11","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49409924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study 土耳其小学儿童参与权分析:个案研究
IF 1.4
Qualitative Research in Education Pub Date : 2018-10-28 DOI: 10.17583/QRE.2018.3528
Ahmet Kilic, Ayşe Öztürk
{"title":"An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study","authors":"Ahmet Kilic, Ayşe Öztürk","doi":"10.17583/QRE.2018.3528","DOIUrl":"https://doi.org/10.17583/QRE.2018.3528","url":null,"abstract":"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.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46168126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Aprendizaje Cooperativo. Teoría y Práctica en las Diferentes Áreas y Materias del Currículum, Coordinado por Jesús C. Iglesias Muñiz, Laura F. González García y Javier Fernández-Río 合作学习。课程不同领域和学科的理论和实践，由jesus C. Iglesias muniz, Laura F. gonzalez garcia和Javier fernandez - rio协调
IF 1.4
Qualitative Research in Education Pub Date : 2018-10-28 DOI: 10.17583/QRE.2018.3793
J. Ortuondo
{"title":"Aprendizaje Cooperativo. Teoría y Práctica en las Diferentes Áreas y Materias del Currículum, Coordinado por Jesús C. Iglesias Muñiz, Laura F. González García y Javier Fernández-Río","authors":"J. Ortuondo","doi":"10.17583/QRE.2018.3793","DOIUrl":"https://doi.org/10.17583/QRE.2018.3793","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44985835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Participación de Familias en Educación Física 家庭参与体育教育
IF 1.4
Qualitative Research in Education Pub Date : 2018-10-28 DOI: 10.17583/QRE.2018.3603
José Manuel Castanedo, Marta Capllonch
{"title":"Participación de Familias en Educación Física","authors":"José Manuel Castanedo, Marta Capllonch","doi":"10.17583/QRE.2018.3603","DOIUrl":"https://doi.org/10.17583/QRE.2018.3603","url":null,"abstract":"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.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41751456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Número Completo 7(3) 完整数字7（3）
IF 1.4
Qualitative Research in Education Pub Date : 2018-10-28 DOI: 10.17583/qre.2018.3847
Qre Editors
{"title":"Número Completo 7(3)","authors":"Qre Editors","doi":"10.17583/qre.2018.3847","DOIUrl":"https://doi.org/10.17583/qre.2018.3847","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48187992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences 接受与拒绝的悖论：伊朗医科大学医疗专业学生对移动学习接受的认知
IF 1.4
Qualitative Research in Education Pub Date : 2018-06-28 DOI: 10.17583/QRE.2018.3341
H. Koohestani, Seyed Kamran Soltani Arabshahi, F. Ahmadi
{"title":"The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences","authors":"H. Koohestani, Seyed Kamran Soltani Arabshahi, F. Ahmadi","doi":"10.17583/QRE.2018.3341","DOIUrl":"https://doi.org/10.17583/QRE.2018.3341","url":null,"abstract":"Objective: A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was “the paradox of acceptance and rejection” with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers’ contradictory behavioral patterns, contradiction about value of online information, friends’ contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41841428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Photographs as a Research Tool in Child Studies: Some Analytical Metaphors and Choices 照片作为儿童研究的研究工具:一些分析隐喻与选择
IF 1.4
Qualitative Research in Education Pub Date : 2018-06-28 DOI: 10.17583/QRE.2018.3350
David Poveda, M. Matsumoto, Marta Morgade, E. Alonso
{"title":"Photographs as a Research Tool in Child Studies: Some Analytical Metaphors and Choices","authors":"David Poveda, M. Matsumoto, Marta Morgade, E. Alonso","doi":"10.17583/QRE.2018.3350","DOIUrl":"https://doi.org/10.17583/QRE.2018.3350","url":null,"abstract":"This methodological paper discusses how photographs can be used in multi-layered data projects with children and families. We present photographs as a versatile low-fi digital artifact that can be used under a variety of research circumstances and critically discuss this particular visual tool in the context of the growing body of visual and multimodal research with children and families. The critical discussion draws on a series of research projects in which we have employed photographs (topics of the projects include family diversity or children's routines). The comparisons between projects highlights some of the procedural and analytical choices that are opened up when using photographs. In particular, we focus on two issues: (a) differences that emerge when materials are created by participants or are elicited by researchers, and; (b) the metaphors that are applied to interpret and work with photographs.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45435457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Investigation of the Contribution of Differentiated Instruction into Science Literacy 差异化教学对科学素养贡献的调查研究
IF 1.4
Qualitative Research in Education Pub Date : 2018-06-28 DOI: 10.17583/QRE.2018.3383
Cihad Şentürk, Hakan Sari
{"title":"Investigation of the Contribution of Differentiated Instruction into Science Literacy","authors":"Cihad Şentürk, Hakan Sari","doi":"10.17583/QRE.2018.3383","DOIUrl":"https://doi.org/10.17583/QRE.2018.3383","url":null,"abstract":"The aim of this study is to reveal contributions of the differentiated instruction implemented in the primary school 4th grade science course into science literacy levels of the students. The case study method among qualitative research methods were used in the study. The research was carried out in the second term of 2015-2016 academic year. The study group consisted of the 4th grade students (n=23, 9-10 aged) studying in the Kozabirlik Primary State School in Bilecik city center in Turkey. Interviews (teachers and students), observations and student diary forms were administrated as data collection tools in the study. The content analysis method was implemented in the analysis of the obtained data. It was concluded from the findings that the differentiated instruction improved involvements of the students with the science-technology-society and the environment and developed their scientific process skills and thus contributed to the science literacy levels of the students.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49557754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program 支持内罗毕城市贫民区的儿童教育：扩大教育干预方案阶段的社区和家长观念
IF 1.4
Qualitative Research in Education Pub Date : 2018-06-28 DOI: 10.17583/QRE.2018.3240
B. Abuya, P. Wekulo, Nelson Muhia
{"title":"Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program","authors":"B. Abuya, P. Wekulo, Nelson Muhia","doi":"10.17583/QRE.2018.3240","DOIUrl":"https://doi.org/10.17583/QRE.2018.3240","url":null,"abstract":"The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45225082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors PBL教师发展的动机-挑战-支持(MCS)循环模型
IF 1.4
Qualitative Research in Education Pub Date : 2018-02-27 DOI: 10.17583/QRE.2018.3064
Costas S. Constantinou, S. Nicolaou
{"title":"Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors","authors":"Costas S. Constantinou, S. Nicolaou","doi":"10.17583/QRE.2018.3064","DOIUrl":"https://doi.org/10.17583/QRE.2018.3064","url":null,"abstract":"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.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":"7 1","pages":"1-35"},"PeriodicalIF":1.4,"publicationDate":"2018-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44218324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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