|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 9, Issue 1 (2017)
Applied Theory/P-12 Educational Research
Assessing Teacher Concerns Regarding Response to Instruction and Intervention
Darlene McKinney and Donald Snead
Pre-Service Teachers’ Use of Multicultural Literature
Salika A. Lawrence, Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, and Clorene Similien
Dialogic Ground: The Use of 'Teaching Dilemmas' with Prospective Teachers
Heidi L. Hallman and Thompson Deufel