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Sugishita, Judy; Dresser, Rocío – Journal of Inquiry and Action in Education, 2019
This action research study examined social-emotional learning (SEL) strategies taught during a year-long elementary teaching credential field course to examine (a) what SEL strategies look like in practice, and (b) what training effects might be seen among twelve preservice student teacher (PST) participants. Part of a two-course clinical practice…
Descriptors: Social Development, Emotional Development, Preservice Teachers, Educational Strategies
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Slaby, Scot; Benedict, Jordan – Journal of Inquiry and Action in Education, 2019
This paper explores students' engagement in reading poems, examining data on their self-perceptions of their confidence and competence in reading poems before, during, and after using the "I Notice" methodology as adapted from The Academy of American Poets' unit plan, "Noticing Poetry" (Slaby, 2017). The data was collected over…
Descriptors: Learner Engagement, Poetry, Data Analysis, Poets
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Greenblatt, Deborah – Journal of Inquiry and Action in Education, 2019
The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a "standards-based assessment." As of the spring of 2018, the…
Descriptors: Performance Based Assessment, Teacher Educators, Teacher Competency Testing, Teacher Certification
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Evans, Bradley P.; Shively, Chris T. – Journal of Inquiry and Action in Education, 2019
A large group of eighth-grade social studies students (N=101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A…
Descriptors: Grade 8, Middle School Students, Notetaking, Study Skills
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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