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Davis, William J.; Julian, Abigail – Journal of Inquiry and Action in Education, 2023
The purpose of this study was to create a third space between a teacher educator and an undergraduate student to explore teaching experiences while in high school within non-formal education (NFE) programs in which we participated. We developed a series of five prompts that we responded to individually, meeting via Zoom to discuss our experiences…
Descriptors: High School Students, Nonformal Education, After School Programs, Inclusion
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Lebak, Kimberly A. – Journal of Inquiry and Action in Education, 2023
This article introduces a video-based pedagogical action research model for primary and secondary teachers. The video-based pedagogical action research model incorporates video as a self-reflective tool to provide opportunities for teachers to utilize concrete artifacts in each phase of the pedagogical action research process. Sixty-seven…
Descriptors: Video Technology, Technology Uses in Education, Action Research, Elementary School Teachers
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Dianne S. McCarthy – Journal of Inquiry and Action in Education, 2023
Teacher certification exams are supposed to assess if a student is likely to succeed in teaching. What if an exam seems to be inappropriate? This article is an inquiry of the New York State Content Specialty Test for Early Childhood Candidates, particularly the math section. It raises the issue of whether we are asking the right questions and…
Descriptors: Teacher Certification, Licensing Examinations (Professions), Preservice Teachers, Early Childhood Teachers
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Garland, Dennis P. – Journal of Inquiry and Action in Education, 2022
Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their…
Descriptors: Beginning Teachers, Special Education Teachers, Developmental Disabilities, Rural Schools
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Galbally, Jaclyn; Scharff, Nancy – Journal of Inquiry and Action in Education, 2022
A growing, research-based consensus supports addressing our nation's literacy crisis through instruction aligned with the Science of Reading (SoR). We recognize, however, that the complexity of SoR content, alongside the multiplicity of instructional decisions and practices, and the unique features of each classroom and school, make simple…
Descriptors: Reading Instruction, Reading Research, Emergent Literacy, Alignment (Education)
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Dreger, Kelly C.; Downey, Steve – Journal of Inquiry and Action in Education, 2022
The need for evolving support interventions that can help students in a wide range of settings is an ongoing requirement for middle schools today. Token reinforcement, which is a form of extrinsic motivation and incentivization, is studied within this meta-analysis to determine if significant treatment effects exist overall and if there are…
Descriptors: Reinforcement, Middle School Students, Meta Analysis, Incentives
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Brudvig, Ashley; Anderson, Taylor; Moore, Jarrett – Journal of Inquiry and Action in Education, 2022
The purpose of this research was to determine the effectiveness of goal setting as a motivator for kindergarten students in learning grade-level sight words. This study was conducted over a 6-week period in two Midwestern kindergarten classrooms. The participants in the experimental group were trained in self-setting goals and participated in…
Descriptors: Kindergarten, Young Children, Reading Instruction, Sight Vocabulary
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Blackstock, W. Jesse; White, William L. – Journal of Inquiry and Action in Education, 2022
In the wake of increased behavioral issues in the peri- and post-COVID environment, schools have resorted to zero-tolerance policies that imposed uniform and predetermined punishments for even the slightest infraction. In this article, the authors argue that these policies represent a failure of imagination that installs punitive policies that do…
Descriptors: COVID-19, Pandemics, Student Behavior, Zero Tolerance Policy
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Widdall, Valerie; Lachance, Andrea; Livermore, John – Journal of Inquiry and Action in Education, 2019
This study investigated the impact of differing models of practicum placements on teacher candidates' (TC's) abilities to practice teaching skills and receive feedback on their teaching. Within the Professional Development School (PDS) model TCs were placed as cohorts in a single PDS site with at least one college faculty member assigned as a…
Descriptors: Professional Development Schools, Student Teachers, Student Teacher Attitudes, Feedback (Response)
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Shoval, Ella; Sharir, Tal – Journal of Inquiry and Action in Education, 2019
The action research presented here is our story -- a teacher who initiated change in a kindergarten in a small village in the center of Israel, and an academic advisor who observed and guided the teacher for six years. The article is based on formal documents, records of processes that took place in the kindergarten, records of weekly discussions,…
Descriptors: Preschool Teachers, Kindergarten, Foreign Countries, Faculty Advisers
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Garland, Dennis P.; Dieker, Lisa A. – Journal of Inquiry and Action in Education, 2019
Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms. However, behaviors that this group of students present are frequently cited as reasons for excluding them in such settings. In this study, three novice middle school science teachers received…
Descriptors: Coaching (Performance), Technology Uses in Education, Beginning Teachers, Secondary School Teachers
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Ritter, Jason; Ayieko, Rachel; Vanorsdale, Christie; Quiñones, Sandra; Chao, Xia; Meidl, Christopher; Mahalingappa, Laura; Meyer, Carla; Williams, Julia – Journal of Inquiry and Action in Education, 2019
This collaborative self-study explores how seven members of a Faculty Self-Study Learning Group (FS-SLG) attempt to foster cultures of inquiry with teacher candidates. In so doing, we simultaneously describe a professional learning community of teacher educators engaging in reflective practice via the teaching, learning, and enacting of self-study…
Descriptors: Teacher Educators, Inquiry, Preservice Teachers, Communities of Practice
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Gholam, Alain – Journal of Inquiry and Action in Education, 2019
Inquiry-based learning (IBL) is a student-centered approach driven by students' questions and their innate curiosity. IBL was introduced and effectively implemented in the general secondary teaching methods course at the American University in Dubai. The study made use of a mixed methods approach. It was guided by two research questions: 1). What…
Descriptors: Active Learning, Inquiry, Student Teacher Attitudes, Secondary Education
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Bloom, Elizabeth; VanSlyke-Briggs, Kjersti – Journal of Inquiry and Action in Education, 2019
In the last several years a good deal of public discourse was devoted to describing the effects that more than two decades of education reforms, the last iteration of which was known as the Every Student Succeeds Act (ESSA), has had on teaching and learning. It is widely argued that coupling teacher evaluations with students' test scores, enforced…
Descriptors: Educational Change, Creativity, Teacher Educators, Preservice Teachers
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Decat, Eloah; Damjanovic, Victoria; Branson, Stephanie; Blank, Jolyn; Berson, Ilene – Journal of Inquiry and Action in Education, 2019
This practitioner research explores ways children engage in literacy learning through storytelling with the use of touch technology in a VPK (Voluntary Pre-Kindergarten) classroom. With access to diverse touch technology devices but no experience using these technologies, a VPK teacher explored strategies to use the resources to enhance literacy…
Descriptors: Educational Technology, Technology Uses in Education, Story Telling, Preschool Education
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