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 firstname.lastname@example.org 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 4 (April, 2020)
Exploring the Mentoring Needs of Early- and Mid-Career URM Engineering Faculty: A Phenomenological Study
Sylvia Mendez, Jennifer A. Tygret, Valerie Martin Conley, Comas Haynes, and Rosario Gerhardt
Parents of Students with Disabilities Views in Learning Physical Education in Special Needs School
Dena Widyawan, Amung Ma'mun, Berliana Rahely, and Yudy Hendrayana
How To Article
Outcome Mapping: Documenting Process in the Métis Settlements Life Skills Journey Project
Brent Hammer, Fay Fletcher, Rebecca Shortt, Mandy MacRae, and Alicia Hibbert