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Schulte, Ann – Journal of Inquiry and Action in Education, 2017
Preliminary data was collected as part of the program assessment of a yearlong teaching residency program in rural California where preservice teachers conducted action research as the culminating activity for a Masters degree. Focus groups and survey data from program graduates were analyzed and compared to findings from the research literature.…
Descriptors: Preservice Teacher Education, Preservice Teachers, Action Research, Program Evaluation
Dailey, Ardella; Harris, Margaret; Plough, Bobbie; Porfilio, Brad; Winkelman, Peg – Journal of Inquiry and Action in Education, 2016
The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey…
Descriptors: Doctoral Dissertations, Graduate Students, Social Justice, Case Studies
Lea, Virginia – Journal of Inquiry and Action in Education, 2011
This article aims to illuminate how and why public schools have been sustained and/or strengthened as hierarchical, inequitable, and undemocratic sites that serve the corporate capitalist state. In doing so, the author draws on three theoretical ideas: the "shock doctrine," described vividly by Naomi Klein (2007); "critical…
Descriptors: Presidents, Educational Policy, Neoliberalism, Social Systems