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Full-Text Articles in Education
Fresh Beginnings: Promoting A Culture Of Teacher Inquiry Through Passion In The Profession, Jonathan Hart, Divonna Stebick
Fresh Beginnings: Promoting A Culture Of Teacher Inquiry Through Passion In The Profession, Jonathan Hart, Divonna Stebick
Journal of Practitioner Research
Teachers are required to participate in professional development and seek meaningful opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). Teacher inquiry must go beyond a teacher wondering (Dana & Yendol-Hoppey, 2020) where teachers develop a project from their own practice, collect data, and draw conclusions to continue their professional development. In this study a cohort of certificated professionals engaged in a year-long project that included asking research questions and developing an independent …
“Bad Inquiry”: How Accountability, Power, And Deficit Thinking Hinder Pre-Service Practitioner Inquiry, Stephanie Schroeder
“Bad Inquiry”: How Accountability, Power, And Deficit Thinking Hinder Pre-Service Practitioner Inquiry, Stephanie Schroeder
Journal of Practitioner Research
This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds …
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 …
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.
Critical Collaborative Inquiries In Social Studies: Fostering Inclusion, Engagement And Literacy, Sara Lewis-Bernstein Young Ed.D.
Critical Collaborative Inquiries In Social Studies: Fostering Inclusion, Engagement And Literacy, Sara Lewis-Bernstein Young Ed.D.
Journal of Practitioner Research
Collaborative inquiry groups are a well-advocated tool to support comprehension and collaboration, but how do critical collaborative inquiries support students with different levels of engagement and academic performances in social studies to develop critical literacies? This article responds to the research question through case studies of two high school students who engaged in a critical collaborative inquiry project. One student was a senior labeled with disabilities, who struggled with academic literacies, graduated at the bottom of her class, and said that she hates school. The other student was a junior who thrived in school, mastered a range of academic literacies, …
Teaching Principals To Be Action Researchers: The Indiana Principal Leadership Institute Coaching Model, Nancy Fichtman Dana, Linda Marrs-Morford, Shelley Roberts, Kelly Laffoon
Teaching Principals To Be Action Researchers: The Indiana Principal Leadership Institute Coaching Model, Nancy Fichtman Dana, Linda Marrs-Morford, Shelley Roberts, Kelly Laffoon
Journal of Practitioner Research
This article chronicles a year-long model of engagement in action research for administrators as it unfolds within a professional development program for practicing principals. Part one of the article, authored by the program developers, describes five components of the inquiry coaching model: (1) introducing the action research process, (2) developing a wondering/research question, (3) developing a plan for research, (4) analyzing data, and (5) sharing work with others. Part two of the article, authored by a principal, provides an example of action research produced by a participant in program.