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Full-Text Articles in Education

Hoping To Teach Someday? Inquire Within: Examining Inquiry-Based Learning With First-Semester Undergrads, Erik Jon Byker, Heather Coffey, Susan Harden, Amy Good, Tina Lane Heafner, Kathrine Brown, Debra Holzberg Apr 2017

Hoping To Teach Someday? Inquire Within: Examining Inquiry-Based Learning With First-Semester Undergrads, Erik Jon Byker, Heather Coffey, Susan Harden, Amy Good, Tina Lane Heafner, Kathrine Brown, Debra Holzberg

Journal of Inquiry and Action in Education

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 higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates’ perceptions of an inquiry-based learning project. The research is grounded in Knowledge Building …


Dissertation Journeys Of Scholar-Practitioners In An Educational Leadership For Social Justice Program, Ardella Dailey, Margaret Harris, Bobbie Plough, Bradley Porfilio, Peg Winkelman Mar 2016

Dissertation Journeys Of Scholar-Practitioners In An Educational Leadership For Social Justice Program, Ardella Dailey, Margaret Harris, Bobbie Plough, Bradley Porfilio, Peg Winkelman

Journal of Inquiry and Action in Education

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 challenges doctoral students, particularly those who represent the marginalized students they serve, as they begin to understand their personal history, how they view themselves, how they view others, and the ethical and political issues (Creswell, 2013) they face as their thinking shifts from that of a mere practitioner to that of a scholar-practitioner. This collection …


Class Exploration To A Campus Library Curriculum Center To Develop Book-Building Capacity For Teacher Candidates, Camille M. Russello Ph.D., Julie J. Henry Aug 2015

Class Exploration To A Campus Library Curriculum Center To Develop Book-Building Capacity For Teacher Candidates, Camille M. Russello Ph.D., Julie J. Henry

Journal of Inquiry and Action in Education

The purpose of this pilot was to examine the effectiveness of the practice of providing opportunities for undergraduate elementary education teacher candidates to explore the campus library curriculum center as a group regularly during class time. During their visits, teacher candidates were guided in selecting and analyzing children’s literature for their future teaching. The research was focused on how these visits impacted teacher candidates’ understanding of children’s literature and literacy development. Data were collected through a survey administered at the conclusion of the course and responses were probed further during one-on-one interviews. Candidates described these visits as beneficial in …


Curriculum, Marginalization, And The Professoriate, William L. White Feb 2014

Curriculum, Marginalization, And The Professoriate, William L. White

Journal of Inquiry and Action in Education

The author exposes the subtext on which education and particularly curriculum making is based by focusing on the notion that the professoriate has been marginalized within curriculum planning by an educational hegemony that utilizes the sorting and classification mechanisms present in schooling to co-opt the development of educational plans.