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Download full textSeymour, Clancy M.; Garrison, Mark J. – Journal of Inquiry and Action in Education, 2017
The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE),…
Descriptors: Value Added Models, National Standards, Elementary Secondary Education, Physical Education
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
Huss, John; Eastep, Shannon – Journal of Inquiry and Action in Education, 2016
Faculty members in a College of Education responded to a mixed methods questionnaire regarding their attitudes toward the use of humor as a pedagogical tool. Quantitative data and coding of open response questions revealed that instructors overall considered humor to be an integral part of their teaching plan and that humor relaxes students,…
Descriptors: Humor, College Faculty, Statistical Analysis, Feedback (Response)
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
Page, C. Steven; Pendergraft, Beth; Wilson, Judi – Journal of Inquiry and Action in Education, 2014
This study was conducted to investigate if teachers at urban, rural and suburban elementary schools differ significantly in their sense of self-efficacy. The schools utilized for this research are located in the southeastern United States. Along with being in different geographic areas the schools are also different in their socioeconomic make-up…
Descriptors: Self Efficacy, Teacher Effectiveness, Teacher Attitudes, Elementary School Teachers
