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University of South Florida

Journal of Practitioner Research

2023

Articles 1 - 10 of 10

Full-Text Articles in Education

Practitioner Inquiry For Turbulent Times: Learning To Take An Inquiry Stance Toward Teaching Difficult Topics Through A Teacher Inquiry Community, Logan Rutten, Danielle Butville, Wendy Lane Smith, Boaz Dvir Oct 2023

Practitioner Inquiry For Turbulent Times: Learning To Take An Inquiry Stance Toward Teaching Difficult Topics Through A Teacher Inquiry Community, Logan Rutten, Danielle Butville, Wendy Lane Smith, Boaz Dvir

Journal of Practitioner Research

Amid turbulent times and politically polarized communities, many teachers require support if they are to teach or engage with difficult topics in their curricula or professional practices, yet few teachers actually receive any formalized support for addressing such topics. This article responds by describing the work of an inquiry community of inservice educators that was designed to assist teachers in learning to address difficult topics by integrating practitioner inquiry and student inquiry with asset-based and trauma-informed lenses. The article outlines the community’s conceptual foundations then describes how a team of university-based teacher educators facilitated the community’s work. A participating teacher’s …

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Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing Sep 2023

Grades Or No Grades? Promoting Deeper Learning In A Middle Level Mathematics Methods Course, Shelli L. Casler-Failing

Journal of Practitioner Research

This action research investigated pre-service teachers (PSTs) experiences with ungrading practices in a mathematics methods course designed for middle level PSTs (grades 4-8). This study analyzed archival data through the lenses of pedagogical content knowledge, growth mindset, and self-efficacy to investigate how PSTs’ experiences with the process of ungrading supported their development of pedagogical content knowledge. Throughout the course, verbal feedback was provided during class discourse and the interactive lectures and written feedback was provided for all submitted assignments. The feedback provided was both positive and constructive in nature. Based on the assignment or activity, constructive feedback was either provided …

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Catalyzing Change For Equitable Participation, Liza Bondurant, Seema Rivera Sep 2023

Catalyzing Change For Equitable Participation, Liza Bondurant, Seema Rivera

Journal of Practitioner Research

This manuscript discusses the Plan, Do, Study, Act (PDSA) cycles designed to help math teacher-researchers (TRs) create more equitable discourse patterns in their classrooms. Before the first cycle, TRs were asked to complete gender and race implicit assessment tests (IATs). Then, TRs planned and recorded a video of themselves facilitating a math discussion. Next, math teacher educators (MTEs) used the Equity QUantified In Participation (EQUIP) classroom observation instrument to code and analyze the discussion. Subsequently, TRs had an opportunity to reflect on the EQUIP and IAT results and set goals for making their teaching practices more equitable. MTEs provided guidance …

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Becoming Knowledgeable Agents Of Change: Early Career Teachers Enacting Inquiry-Oriented Professional Learning, Tracy Harper Sep 2023

Becoming Knowledgeable Agents Of Change: Early Career Teachers Enacting Inquiry-Oriented Professional Learning, Tracy Harper

Journal of Practitioner Research

In pursuit of more effective professional learning for early career teachers, this paper presents findings from a multiple case study of practitioner inquiry with beginning teachers. The study examined the lived experiences of Kelly, Sally, and Donna as they took up inquiry-oriented professional learning in their literacy classrooms. Over the course of a semester, the teachers identified a problem of practice, co-constructed professional learning plans, explored relevant professional learning, and implemented new literacy practices. The findings demonstrated that the individualized and responsive nature of inquiry-oriented professional learning supported the teachers in developing agency and self-efficacy as they addressed areas of …

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When Questions Guide The Work: Voices Of Passionate Teachers, Randall B. Wisehart, Deborah Rickey Sep 2023

When Questions Guide The Work: Voices Of Passionate Teachers, Randall B. Wisehart, Deborah Rickey

Journal of Practitioner Research

This study describes what the graduates of a teacher educator program continue to apply in their classrooms and schools up to fifteen years after they began teaching. The data for this study included focus group notes, interview notes, and questionnaire responses. Teacher educators analyzed the data in order to explore their inquiry about how the educator preparation program had impacted and continued to impact graduates. The voices of the graduates highlighted ways they continued to apply foundational ideas from the program in their classrooms.

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Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule May 2023

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 …

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Teaching Social-Emotional Learning (Sel) In A Pandemic, Charley Todd, Tori L. Colson, Moriah Smothers May 2023

Teaching Social-Emotional Learning (Sel) In A Pandemic, Charley Todd, Tori L. Colson, Moriah Smothers

Journal of Practitioner Research

Teaching Social and Emotional Learning (SEL) has become increasingly more common in the American school system, and many districts have adopted curricula or strategies to promote its usage. Research has continued to show that students receive various short- and long-term benefits when SEL is taught in the classroom. However, the COVID-19 pandemic changed how SEL instruction was given, and the implications are far-reaching. The purpose of this study is to describe the effects of the COVID-19 pandemic on how SEL was taught. In addition, the study identifies challenges and possible solutions to ensure that SEL is taught during incredibly challenging …

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Investing In Connection: Exploring The Online Graduate Student Experience, Michelle Vaughan May 2023

Investing In Connection: Exploring The Online Graduate Student Experience, Michelle Vaughan

Journal of Practitioner Research

Within the context of online learning, there are challenges presented by the virtual medium that may lead to diminished experiences in learning. Without a physical connection or the ability to feel the support from your teacher, online students can be left isolated, and the pedagogy can easily slip into an execution of tasks as opposed to a pedagogy of care. My inquiry into the online graduate student experience began with a survey to understand how online graduate students describe their experiences as an online learner and their relationships with their instructors. A thematic analysis of their responses revealed themes regarding …

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Shared Philosophies, Conflict, And Critical Reflection: Developing Productive Teacher Collaboration, Erin Nerlino May 2023

Shared Philosophies, Conflict, And Critical Reflection: Developing Productive Teacher Collaboration, Erin Nerlino

Journal of Practitioner Research

As top-down mandates regarding what collaboration should look like continue to evolve from the policy level, it is critical to engage the knowledge of teachers – the ones experiencing the collaboration – to inform teacher learning as well as the conditions within schools that help productive collaboration partnerships to evolve. This article seeks to examine the foundational aspects that underpin a mutually productive collaborative relationship between myself – a full time high school English teacher – and another full-time English teacher at the public, regional school in the Northeast where we taught. Utilizing a participant research design, I drew upon …

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Rethinking In-School Suspension Through Restorative Practices, Lacey Bass, Rachel E. Gaines May 2023

Rethinking In-School Suspension Through Restorative Practices, Lacey Bass, Rachel E. Gaines

Journal of Practitioner Research

This self-study focuses on the implementation of restorative practices (RP) with high school students assigned in-school suspension (ISS) for violating school rules. The investigation focuses on the use of two restorative practices (community circles and digital modules) as modes of restoration and behavioral change. Analysis of school disciplinary records and teacher reflections indicate that, overall, students were less likely to be referred to ISS again after completing the RP program and remained invested in meeting their behavioral goals. The success of the program appeared to be rooted in the ways the teacher built trusting, collaborative relationships through community circles and …

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