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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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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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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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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
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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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Hallman, Heidi; Adam, Amy Rousselo – Journal of Inquiry and Action in Education, 2013
In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…
Descriptors: Beginning Teachers, Reflective Teaching, Diaries, Teacher Educators
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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
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Ceprano, Maria A. – Journal of Inquiry and Action in Education, 2010
Six pre-service teacher candidates TCs, each engaged in field experiences in Kindergarten or First Grade classrooms at an urban based elementary school compared the impact of interactive read alouds and simple read alouds on children's Tier two vocabulary meaning acquisition and usage. Each TC read a different trade book that contained at least 8…
Descriptors: Vocabulary Development, Preservice Teachers, Kindergarten, Grade 1
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Seitz, Lindsey – Journal of Inquiry and Action in Education, 2010
Over the last 15 years, researchers have become increasingly interested in children's motivation to read. Because reading is an exigent activity that often involves choice, motivation is crucial to reading engagement. The purpose of this case study was to investigate student attitudes toward reading at summer reading clinic through an urban…
Descriptors: Case Studies, Student Attitudes, Reading Attitudes, Reading Motivation
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Orelus, Pierre – Journal of Inquiry and Action in Education, 2009
With the enactment of the NCLB mandates, emphasis on high-stakes testing became more prevalent than ever. Some argue that high-stakes tests can be a driving force behind fundamental change in schools. Whether or not this type of test-driven change leads to school improvement is an empirical question. What we do know is that high-stake testing can…
Descriptors: Educational Legislation, Federal Legislation, Educational Objectives, Educational Practices
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Grant, S. G.; Gradwell, Jill M. – Journal of Inquiry and Action in Education, 2009
Although the literature base is replete with ideas about how to develop and support rich social studies teaching, advocates have been unable to show a consistently positive effect. Good history teachers take no single shape. Grant (2003, 2005) suggests that it is the interplay of teachers' deep subject matter knowledge, knowledge of their…
Descriptors: Units of Study, Social Studies, History Instruction, Instructional Innovation
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Mielonen, Alissa Marie; Paterson, Wendy – Journal of Inquiry and Action in Education, 2009
Researchers agree that language and literacy derive from the first days of a child's life. Children become literate members in society by listening and interacting with the people that surround them. This study examines how children develop literacy through play by looking closely at the benefits of uninterrupted play and how it encourages…
Descriptors: Play, Literacy, Language Acquisition, Language Skills