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International Journal of Qualitative Studies in Education Volume 27, 2014 - Issue 7
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Articles

Childcare choices and voices: using interpreted narratives and thematic meaning-making to analyse mothers’ life histories

Jools Meryl PageSchool of Education, University of Sheffield, Sheffield, UK.Correspondence[email protected]
Pages 850-876 | Received 20 Mar 2011, Accepted 12 May 2013, Published online: 24 Jun 2013

Citations (17)

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Read on this site (6)

Jesica Ferguson, Chanel Lampkins, Brandon Moody & Noam Shpancer. (2022) Careful Choices: Parents Reflect on their Childcare Decisions. Child Care in Practice 28:3, pages 368-380.
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Martin E. Purcell, Jools Page & Jim Reid. (2022) Love in a Time of Colic: Mobilizing Professional Love in Relationships with Children and Young People to Promote Their Resilience and Wellbeing. Child & Youth Services 43:1, pages 3-27.
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Andrew Webb & Denisse Sepúlveda. (2020) Re-signifying and negotiating indigenous identity in university spaces: a qualitative study from Chile. Studies in Higher Education 45:2, pages 286-298.
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Andrew Webb. (2019) Getting there and staying in: first-generation indigenous students’ educational pathways into Chilean higher education. International Journal of Qualitative Studies in Education 32:5, pages 529-546.
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Jools Page. (2018) Characterising the principles of Professional Love in early childhood care and education. International Journal of Early Years Education 26:2, pages 125-141.
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Sarah Cousins. (2017) The use of poetry in a spiral-patterned methodology for research about love in early childhood. International Journal of Qualitative Studies in Education 30:4, pages 323-339.
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Articles from other publishers (11)

Jon-Marc G. Rodriguez, Avery R. Stricker & Nicole M. Becker. (2020) Exploring the Productive Use of Metonymy: Applying Coordination Class Theory to Investigate Student Conceptions of Rate in Relation to Reaction Coordinate Diagrams. Journal of Chemical Education 97:8, pages 2065-2077.
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Jon-Marc G. Rodriguez, Kinsey Bain & Marcy H. Towns. (2020) The Role of Epistemology and Epistemic Games in Mediating the Use of Mathematics in Chemistry: Implications for Mathematics Instruction and Research on Undergraduate Mathematics Education. International Journal of Research in Undergraduate Mathematics Education 6:2, pages 279-301.
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Jon-Marc G. Rodriguez & Marcy H. Towns. (2019) Analysis of student reasoning about Michaelis–Menten enzyme kinetics: mixed conceptions of enzyme inhibition. Chemistry Education Research and Practice 20:2, pages 428-442.
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Jon-Marc G. Rodriguez, Kinsey Bain, Nicholas P. Hux & Marcy H. Towns. (2019) Productive features of problem solving in chemical kinetics: more than just algorithmic manipulation of variables. Chemistry Education Research and Practice 20:1, pages 175-186.
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Kinsey Bain, Jon-Marc G. Rodriguez, Alena Moon & Marcy H. Towns. 2019. It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics. It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics 25 46 .
Kinsey Bain, Jon-Marc G. Rodriguez & Marcy H. Towns. (2018) Zero-Order Chemical Kinetics as a Context To Investigate Student Understanding of Catalysts and Half-Life. Journal of Chemical Education 95:5, pages 716-725.
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Kinsey Bain & Marcy H. Towns. (2018) Investigation of Undergraduate and Graduate Chemistry Students’ Understanding of Thermodynamic Driving Forces in Chemical Reactions and Dissolution. Journal of Chemical Education 95:4, pages 512-520.
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Liz Thackray. 2018. The Palgrave Handbook of Disabled Children’s Childhood Studies. The Palgrave Handbook of Disabled Children’s Childhood Studies 299 313 .
Kinsey Bain, Jon-Marc G. Rodriguez, Alena Moon & Marcy H. Towns. (2018) The characterization of cognitive processes involved in chemical kinetics using a blended processing framework. Chemistry Education Research and Practice 19:2, pages 617-628.
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Jools Page. 2017. Under-three Year Olds in Policy and Practice. Under-three Year Olds in Policy and Practice 131 142 .
Jools Page. 2014. Lived Spaces of Infant-Toddler Education and Care. Lived Spaces of Infant-Toddler Education and Care 119 130 .

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