|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 5, Issue 3 (2014) Vol 5, No 3 (2014)
Applied Theory/P-12 Educational Research
Understanding Leadership: an Experimental-Experiential Model
george t. hole Ph.D
Examining Elementary Teachers' Sense of Efficacy in three settings in the Southeast
Steven Page, Beth Pendergraft, and Judi Wilson
Right from the Start: A Kindergarten Program that Helps Prevent Reading Failure
Mary E. Shea D. and ardith d. cole
Curriculum, Marginalization, and the Professoriate
William L. White