Dear TQR Readers, Authors, and Subscribers,
Due to the unprecedented growth in new submissions The Qualitative Report has received over the past few years we find it necessary to reevaluate our current journal practices and procedures. Beginning March 1, 2020, we will temporarily be suspending any new submissions to the journal in order to process the current body of papers efficiently. This will allow us to provide quality reviews and editorial decisions in a timely manner, as well as allow us to develop new strategies for streamlining our editorial process moving forward. We will continue to publish new articles each week throughout this transition.
When we return later in 2020 we will have a newly redesigned journal and more features for authors and readers. We will continue to host The Qualitative Report Conference in Ft. Lauderdale, Florida annually, and have opened submissions for 2021. We are requesting your continued patience and support while we reimagine The Qualitative Report and ways to provide you with the exceptional content you have come to expect from our journal. Please contact email@example.com with any questions.
The Qualitative Report (ISSN 1052-0147) is a peer-reviewed, on-line monthly journal devoted to writing and discussion of and about qualitative, critical, action, and collaborative inquiry and research. The Qualitative Report, the oldest multidisciplinary qualitative research journal in the world, serves as a forum and sounding board for researchers, scholars, practitioners, and other reflective-minded individuals who are passionate about ideas, methods, and analyses permeating qualitative, action, collaborative, and critical study. These pages are open to a variety of forms: original, scholarly activity such as qualitative research studies, critical commentaries, editorials, or debates concerning pertinent issues and topics; news of networking and research possibilities; and other sorts of journalistic and literary shapes which may interest and pique readers.
Current Issue: Volume 25, Number 6 - June, 2020
Lived Experiences of the Indian Stigmatized Group in Reference to Socio-Political Empowerment: A Phenomenological Approach
Divya Bhanot and Sunil K. Verma
Impacts of Positioning, Power, and Resistance on EFL Learners’ Identity Construction through Classroom Interaction: A Perspective from Critical Classroom Discourse Analysis
Wenwen Tian and Remart Padua Dumlao
Understanding the Experience of Early Childhood Education Teachers in Teaching and Training Student Independence at School
M. Fadlillah, Rochmat Wahab, and Yulia Ayriza
Access to Eye Care Before and After Vision Loss: A Qualitative Study Investigating Eye Care Among Persons Who Have Become Blind
Tosha Zaback, Stephanie Lam, Joan Randall, Teresa Field, and Mitchell V. Brinks
“Compassionate Dictatorship”: Leading Old Singers in Community Choirs in Australia
Dawn Joseph Dr and Jane Southcott Dr
Exploring Self-Silencing in Workplace Relationships: A Qualitative Study of Female Software Engineers
Sucharita Maji and Shikha Dixit
“Am I Telling the Story Right?” Poetry, Community, and Trauma
Lori E. Koelsch, Susan G. Goldberg, and Elizabeth Bennett
Is Qualitative Research in Education Being Lost in Spain? Analysis and Reflections on the Problems Arising from Generating Knowledge Hegemonically
Manuel Fernández-Navas, Noelia Alcaraz-Salarirche, Laura Pérez-Granados, and Ana Yara Postigo-Fuentes
Strategic, Tactical and Operational Decisions in Family Businesses: A Qualitative Case Study
Ravindra Hewa Kuruppuge and Ales Gregar
Pink and Blue Lenses: Duoethnographic Reflections on Biological Sex in Conservative Christian Education
Phillip A. Olt and Linly Stowe
Use of Mobile Health in Infant and Young Child Nutrition: A Formative Study in Rural Maharashtra
Samreen Sadaf Khan Dr., Archana Patel Dr., Amrita Puranik Ms., Priyanka Kuhite Dr., Yamini Pusdekar Dr., Michael J. Dibley Dr., and Ashraful Alam Dr.
Culturally Relevant Care Through the Lens of Duoethnography
Jacqueline B. Koonce and Karin A. Lewis