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Articles 1 - 11 of 11
Full-Text Articles in Entire DC Network
Using Embodied Practices With Preservice Teachers: Teaching And Reflecting Through The Body To Re-Think Teacher Education, Emily Klein, Monica Taylor, Rachel Forgasz
Using Embodied Practices With Preservice Teachers: Teaching And Reflecting Through The Body To Re-Think Teacher Education, Emily Klein, Monica Taylor, Rachel Forgasz
Journal of Practitioner Research
This action research describes how three teacher educators invited preservice teachers to be in their bodies, or learn through “embodied pedagogy.” We wanted see how this pedagogy helped preservice teachers learn to reflect through their bodies, confront their own bias to cognitive ways of knowing, and ultimately begin to consider the use of embodied instructional strategies. We describe our questions, the activities we designed to help us answer them, and data collected from the first course in a pre-service teacher education program. Finally, we analyze these data and identify themes related to embodied learning and reflection and describe some potential …
Practitioner Experiences In Teacher Education Partnerships: Examining Practice In An Accredited Professional Development School, Jennifer J. Roth, Derek Decker, Donna D. Cooner
Practitioner Experiences In Teacher Education Partnerships: Examining Practice In An Accredited Professional Development School, Jennifer J. Roth, Derek Decker, Donna D. Cooner
Journal of Practitioner Research
In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as …
Supervisor Facilitation Of Action Research: Fostering Teacher Inquiry, Rachel Solis, Stephen P. Gordon
Supervisor Facilitation Of Action Research: Fostering Teacher Inquiry, Rachel Solis, Stephen P. Gordon
Journal of Practitioner Research
This study was conducted at a Central Texas private school that offers a full curriculum exclusively for students with dyslexia. A supervisor facilitated fifty members of the school’s teaching faculty as they engaged in voluntary, long-term action research at the individual and team levels to address authentic problems of practice. The study examined the types of inquiry undertaken by the teachers as well as their perceptions of the supervisory support for, impact of, and ways to improve action research at their school. The authors conclude that the supervisor facilitating action research needs to provide ongoing support to teachers engaged in …
Differentiated Homework: Impact On Student Engagement, Gearoid Keane, Manuela Heinz
Differentiated Homework: Impact On Student Engagement, Gearoid Keane, Manuela Heinz
Journal of Practitioner Research
This paper describes a mixed methods practitioner research study that aimed to enhance student engagement with homework. Based on a comprehensive literature review and data from a pre-study questionnaire, a differentiated homework strategy was designed by the teacher researcher. Students were assigned homework once a week to allow them to balance homework requirements more successfully with out-of-school activities. They were given a choice of three tasks each week, ranging from lower to higher difficulty levels. Task difficulty levels were not stated, nor were tasks ordered by difficulty. Students’ attitudes towards homework improved over the course of the study and completion …
Inquiring About Inquiry: A Research Journey, Margery S. Miller Ed.D., Valerie Harlow Shinas Ph.D.
Inquiring About Inquiry: A Research Journey, Margery S. Miller Ed.D., Valerie Harlow Shinas Ph.D.
Journal of Practitioner Research
It is the responsibility of teacher educators to ensure that novice teachers are reflective practitioners who can critically examine their own practice. One promising practice that supports the development of this reflective stance is teacher inquiry. In this descriptive case study, the authors present data collected from three teacher candidates who engaged in classroom inquiry during a required, semester-long practicum seminar. Data included teacher candidate’s inquiry questions and written summaries of their inquiry projects. Data were analyzed using a priori codes gleaned from the competencies identified in the state-mandated teacher candidate assessment system implemented in the northeast state where the …
Syncing Our Cycles: An Inquiry-Based Coaching Model For Distant Supervision, Stephanie Schroeder, Elizabeth Currin
Syncing Our Cycles: An Inquiry-Based Coaching Model For Distant Supervision, Stephanie Schroeder, Elizabeth Currin
Journal of Practitioner Research
In response to calls for a reconceptualized approach to pre-service teacher supervision, we propose a model of distant supervision for teacher candidates that blends two evidence-based professional development practices--instructional coaching and practitioner inquiry. The fusion of these frameworks can foster inquiry communities that may ease the transition from teacher candidate to teacher of record. Citing the dilemmas inherent in distant supervision, we argue that this hybrid coaching/inquiry model of student teaching supervision is more suitable to supervision at a distance than coaching or inquiry alone. We invite both comment and critique, hoping to begin a dialogue about how practitioner research …
Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
Building Capacity In Teacher Preparation With Practitioner Inquiry: A Self-Study Of Teacher Educators’ Clinical Feedback Practices, Sherry Dismuke, Esther A. Enright, Julianne A. Wenner
Journal of Practitioner Research
This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.
Networking Practitioner Research: Leveraging Digital Tools As Conduits For Collaborative Work, Nicholas E. Husbye, Julie Rust, Christy Wessel Powell, Sarah Vander Zanden, Beth Buchholz
Networking Practitioner Research: Leveraging Digital Tools As Conduits For Collaborative Work, Nicholas E. Husbye, Julie Rust, Christy Wessel Powell, Sarah Vander Zanden, Beth Buchholz
Journal of Practitioner Research
Practitioner research is a powerful stance for understanding one’s own practice and reporting out to other practitioners for adaptations within their own contexts. This article focuses on how engagement in a longitudinal, digitally-mediated community of practice supports essential work in practitioner research in regards to collective work as teacher educators. Drawing upon our own experiences, we explore the affordances of four digitally mediated communication channels (video meetings, shared file systems, text messaging, and collaborative writing) and share a series of recommendations for teacher educators interested in sustaining long-term collaborations across digital spaces. When considering the transformative possibilities of digital networks, …
Sustaining A Continuous Improvement Culture In Educator Preparation: A Higher Education Network Based On Data Wise, Sara Quay, Meghan Lockwood
Sustaining A Continuous Improvement Culture In Educator Preparation: A Higher Education Network Based On Data Wise, Sara Quay, Meghan Lockwood
Journal of Practitioner Research
Educator preparation programs across the U.S. are grappling with the best way to respond to new state policies requiring they use data to demonstrate and accelerate improvement in program outcomes. Supported by a grant from the Massachusetts Department of Elementary and Secondary Education, the educator preparation program at Endicott College integrated the Data Wise Improvement Process into its practice. Not only did the Data Wise work help improve student outcomes by engaging the Endicott team in a form of practitioner research, but it also led to the creation of a network of educator preparation programs that, since 2015, has used …
From Rigor To Vigor: The Past, Present, And Potential Of Inquiry As Stance, Elizabeth Currin
From Rigor To Vigor: The Past, Present, And Potential Of Inquiry As Stance, Elizabeth Currin
Journal of Practitioner Research
Over the years, practitioner research has been both marginalized and trivialized within the larger educational research landscape. This article challenges that exclusion by tracing the emergence and development of the inquiry stance construct. Understanding the origins of teacher inquiry can contribute to its cultivation and ultimately lend a necessary rigor—or better yet, vigor—to practitioner research. Indeed, inquiry as stance endures because it is far more than a best practice or ready-made technique. Deeply ontological and epistemological, an inquiry stance enables educators to transform their teaching for the sake of all learners in the face of an ever-changing educational landscape.
Practitioner Research In A Changing Educator Preparation Landscape: Exploring Tensions And Reimagining Possibilities, Ellen Ballock
Practitioner Research In A Changing Educator Preparation Landscape: Exploring Tensions And Reimagining Possibilities, Ellen Ballock
Journal of Practitioner Research
In this opening article, Guest Editor Ellen Ballock highlights the purpose of this special themed issue of the Journal of Practitioner Research, introduces the six manuscripts selected for inclusion, and highlights how each piece contributes to building a culture of inquiry within educator preparation.