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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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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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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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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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Clayton, Christine; Kilbane, Jim; McCarthy, Mary Rose – Journal of Inquiry and Action in Education, 2017
This study examines cases of teacher leaders in a professional development program that employed teacher inquiry to promote student inquiry. Program documents, observations, and interviews were examined to create three cases of high school science and math teachers learning to inquire in tandem. Guided by Cochran-Smith and Lytle's (2009)…
Descriptors: Inquiry, Teaching Methods, Teacher Leadership, Faculty Development
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Friedland, Ellen; Kuttesch, Elizabeth; McMillen, Susan; del Prado Hill, Pixita – Journal of Inquiry and Action in Education, 2017
While teacher candidates take courses that prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher candidates do not view themselves as literacy…
Descriptors: Preservice Teachers, Teacher Education Programs, Secondary School Teachers, Literacy Education
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Snead, Donald; Burris, Kathleen G. – Journal of Inquiry and Action in Education, 2016
The purpose of this study was to understand middle school teachers' perspectives on the role of homework. Approximately 118 middle school teachers volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed teachers identified several instructional and…
Descriptors: Middle School Teachers, Homework, Teacher Attitudes, Teacher Motivation
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Silva, Cecila; Kucer, Stephen – Journal of Inquiry and Action in Education, 2016
This research examines the impact of field experiences with English language learners on the conceptual and emotional development of preservice disciplinary students. For one semester, preservice university students worked with English language learners enrolled in middle and high school Newcomer Programs. During this time the university students…
Descriptors: English Language Learners, Field Experience Programs, Program Effectiveness, Preservice Teachers
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Cabardo, Jimmy Rey Opong – Journal of Inquiry and Action in Education, 2016
This study aimed to evaluate the levels of participation of the school stakeholders to the different school-initiated activities and the implementation of school-based management (SBM) in selected schools in the Division of Davao del Sur for the school year 2014-2015 using a descriptive-correlational survey research design. A…
Descriptors: School Based Management, Stakeholders, Participation, School Activities
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del Prado Hill, Pixita; Friedland, Ellen S.; McMillen, Susan – Journal of Inquiry and Action in Education, 2016
This article presents two innovative tools--the Mathematics-Literacy Planning Framework and Mathematics-Literacy Implementation Checklist--which are designed to help instructional coaches and specialists support teachers to meet the challenges of the mathematics-literacy integration goals of the Common Core. Developed with teacher input, these…
Descriptors: Mathematics Instruction, Check Lists, Common Core State Standards, Literacy
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Angelaccio, Donald S.; Miskovic, Maja – Journal of Inquiry and Action in Education, 2015
In this paper a former middle school principal and his dissertation chair look back at the research process envisioned and carried out against the neo-positivist grain aggressively put forward by the government and espoused in school districts across the United States. We revisit the meaning of data and show how they emerged from the paradigmatic…
Descriptors: Principals, Data Analysis, Middle Schools, Doctoral Dissertations
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Green, Tanya R.; Allen, Mishaleen – Journal of Inquiry and Action in Education, 2015
This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…
Descriptors: Faculty Development, Urban Schools, Elementary School Teachers, Middle School Teachers
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Chandler-Olcott, Kelly; Hinchman, Kathleen – Journal of Inquiry and Action in Education, 2015
This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University…
Descriptors: Team Teaching, Literacy Education, Middle School Teachers, Educational Research
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Monaghan, Christine E.; Hartmann, Gennifre – Journal of Inquiry and Action in Education, 2014
This autoethnographic case study examines the ways in which high school students and teachers' behaviors, values, and attitudes were transformed during their participation on a semester-long study abroad program in Central America. The study found that an integrative pedagogical approach in which place-based content was paired with place-based…
Descriptors: High School Students, Study Abroad, Ethnography, Interdisciplinary Approach
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Shea, Mary; Shea, Brian – Journal of Inquiry and Action in Education, 2013
This article presents rationale for an enhanced inquiry approach to science education that authentically integrates content knowledge and application skills in a middle school science curriculum. Such pedagogy ensures students' attainment of national and state standards for learning science and multiple literacies (e.g. language arts and…
Descriptors: Student Projects, Teaching Methods, Grade 4, Middle School Students
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