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Articles 1 - 4 of 4
Full-Text Articles in Education
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Journal of Practitioner Research
Scholars underscore the need to study core features and outcomes of preservice teacher (PST) inquiry. This qualitative study identifies facilitation as a key feature, and a social justice inquiry stance as an important outcome. The author analyzed PST inquiry reports from a graduate-level course, noting that fewer than half of the reports were focused on social justice and, despite a weak program emphasis, PSTs were adopting this inquiry stance. Analysis of student feedback surveys and instructor notes revealed that providing clear and structured processes, consistent written feedback, and frequent meetings with facilitator and peers were effective facilitation strategies. Additional strategies …
Engaging Teacher Candidates In Teacher Inquiry: Questions And Responses, Hilarie B. Welsh
Engaging Teacher Candidates In Teacher Inquiry: Questions And Responses, Hilarie B. Welsh
Journal of Practitioner Research
This article reports on transitioning the focus of a general secondary methods course to incorporate teacher inquiry. The author describes the shifted nature of the course, which led to empowered teacher candidates who benefited from engaging in teacher inquiry cycles even after graduation. The author then uses a question and response format to address common questions that arise in conversations about incorporating teacher inquiry for the first time.
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 …
Reaching Below Level Ell’S Reading Comprehension, Olivia T. Braunworth, Yvonne Franco Ph.D.
Reaching Below Level Ell’S Reading Comprehension, Olivia T. Braunworth, Yvonne Franco Ph.D.
Journal of Practitioner Research
The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students’ proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigates four strategies including: visuals/realia, graphic organizers, language objectives, and building background as a means to support reading comprehension skills among three participants in a third grade classroom. The study investigates the research question, …