|Executive Editor:||Maria Ceprano, Buffalo State College|
|Managing Editor:||Tamara Horstman-Riphahn, Buffalo State College|
Welcome to the Journal of Inquiry and Action in Education, an online, peer-reviewed journal seeking to highlight collaborative research undertaken by university faculty and partner school teachers.
Authors are able to register and submit items to the Journal of Inquiry and Action in Education directly through this website. See the Policies page for a guide to article submissions. Special emphasis will be placed on work that demonstrates the possibilities and potential pitfalls of research efforts describing mutually beneficial work in partner schools.
Submissions should be designated as contributions to one of the following journal sections:
Applied Theory/P-12 Educational Research: well developed and written case studies, high quality action research projects, and more traditional research methodologies in P-12 settings or education related settings, including professional development activities with teachers.
Collaborative Partnerships/Programs: descriptive studies of collaborative/partnership projects that include evidence/data to highlight project strengths and/or shortcomings.
Promising Practices: descriptive studies of classroom activities, strategies, or various interventions that show promise based on data.
Educational Policy: theory and policy-oriented studies with direct bearing on the P-16 educational endeavor in the United States.
Current Issue: Volume 6, Issue 3 (2015)
IntroductionEditors, Maria Ceprano and Tamara Horstman-Riphahn, are grateful to all individuals who serve as reviewers for the Journal of Inquiry and Action in Education. In particular to SUNY Buffalo State faculty members Laura Klenk, Barbara Bontempo and Nancy Chicola who have not only attended to content quality in their reviews but have also, from time to time, assisted us with editing needs.
Applied Theory/P-12 Educational Research
Action Research: Investigating Educators Feelings About Rubrics
Alisson Riggie, Lauren Metzen, Julie Goodrich, Whitney Yorio, Kasey Poloncarz, David Rose, Joshua Walker, and Maria Anne Ceprano
Faculty Expectations toward Their Online Courses: Are They on the Same Screen with Their Students?
John A. Huss and Shannon Eastep
Literacy Co-Teaching with Multi-level Texts in an Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration
Kelly Chandler-Olcott and Kathleen A. Hinchman
Class Exploration to a Campus Library Curriculum Center to Develop Book-Building Capacity for Teacher Candidates
Camille M. Russello Ph.D. and Julie J. Henry
Why Philosophy is Important for Administrators in Education