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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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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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Glazer, Morgan; Harris, Kara; Ost, Dottie; Gower, Mariah; Ceprano, Maria – Journal of Inquiry and Action in Education, 2017
This article describes a pilot study conducted by teacher candidates (TCs) at an elementary level charter school in Buffalo, New York. The TCs, undergraduate and graduate level college students, enrolled in an English Language Arts/Social Studies methods course block, wrote bilingual English/Spanish information texts and used them in conjunction…
Descriptors: Bilingual Instructional Materials, Teaching Methods, Pilot Projects, Preservice Teachers
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Byker, Erik Jon; Coffey, Heather; Harden, Susan; Good, Amy; Heafner, Tina L.; Brown, Katie E.; Holzberg, Debra – Journal of Inquiry and Action in Education, 2017
Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n = 104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of…
Descriptors: Case Studies, Inquiry, Teaching Methods, College Freshmen
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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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Weber, Sherri – Journal of Inquiry and Action in Education, 2017
Urban schools, especially those serving high minority, high poverty, and low performing students, are in desperate need of high-quality teachers, yet issues with retention, recruitment, and preparedness plague urban districts (Aragon, Culpepper, McKee & Perkins, 2014). Teacher educators are challenged to prepare teacher candidates to overcome…
Descriptors: Service Learning, Preservice Teachers, Urban Education, Urban Schools
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Odo, Dennis Murphy – Journal of Inquiry and Action in Education, 2016
Many pre-service teachers lack deep understanding of assessment concepts and have low selfefficacy for using assessments but pre-service on-campus programs have been shown to support their assessment literacy development. Likewise, individualized tutoring has helped pre-service candidates improve instructional practice and peer debriefing has been…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Knowledge Level, Educational Assessment
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Wolken, David J. – Journal of Inquiry and Action in Education, 2016
Over the course of the past few decades, scholars and theorists have engaged in a dynamic and concerted effort to interpret, make sense of, and resist a variety of social phenomena often categorized under the concept of "postmodernism." This project has also been taken up by educators of various stripes, especially those who identify…
Descriptors: Teaching Methods, Postmodernism, Theory Practice Relationship, Critical Theory
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Toppin, Ian N.; Chitsonga, Shadreck – Journal of Inquiry and Action in Education, 2016
The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning…
Descriptors: Critical Thinking, Maturity (Individuals), Academic Ability, Student Evaluation
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Cronenberg, Stephanie; Harrison, Dorian; Korson, Stacey; Jones, Alexis; Murray-Everett, Natasha C.; Parrish, Michael; Johnston-Parsons, Marilyn – Journal of Inquiry and Action in Education, 2016
This paper is written by faculty, staff, and graduate students responsible for preparing a group of 100 elementary/middle school licensure students for the edTPA portfolio assessment. It is a narrative self-study analysis of our experiences doing so during the pilot year. The edTPA is a performance assessment that requires future teachers to plan,…
Descriptors: Performance Based Assessment, Portfolio Assessment, Preservice Teachers, Preservice Teacher Education
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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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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)
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Wang, Lifang – Journal of Inquiry and Action in Education, 2016
This article, based on a qualitative research study with 66 rural female students attending five public universities and one public college in China, examines how these students negotiated the dominant discourse of quality (suzhi), which represents them as lacking in capacity and knowledge. Since the 1980s when China started implementing its…
Descriptors: Females, College Students, Disadvantaged, Rural Urban Differences
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Hong, Carrie Eunyoung; Van Riper, Irene – Journal of Inquiry and Action in Education, 2016
The technological infrastructure for the use of instructional and professional videos is common in today's educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study…
Descriptors: Literacy Education, Video Technology, Special Education, Faculty Development
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Ostinelli, Giorgio – Journal of Inquiry and Action in Education, 2016
This is a reflection on a case of in-service teacher education. Two Swiss teachers, assisted by a change agent, were developing an innovative teaching approach, inspired by Wiggins & McTighe's methodology Understanding by Design (UbD). While one developed a real understanding and mastery of this approach--improving therefore his professional…
Descriptors: Foreign Countries, Teacher Motivation, Inservice Teacher Education, Instructional Design
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