We thank you for considering the Journal of Inquiry and Action in Education to publish your manuscript. However, at this time, we are not accepting any new submissions. Please revisit our journal website to learn when we will be accepting manuscripts in the future.

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 10, Issue 2 (2019)

Applied Theory/P-12 Educational Research


Using Touch Technology to Foster Storytelling in the Preschool Classroom
Eloah Decat, V Damjanovic, S Branson, J Blank, and I. R. Berson

Collaborative Partnerships/Programs

Promising Practices


The Demise of Creativity in Tomorrow's Teachers
Elizabeth Alexis Bloom 4345947 and Kjersti VanSlyke-Briggs


Facilitating Pedagogies of Possibility in Teacher Education: Experiences of Faculty Members in a Self-Study Learning Group
Jason K. Ritter, Rachel Ayieko, Christie Vanorsdale, Sandra Quiñones, Xia Chao, Christopher J. Meidl, Laura Mahalingappa, Carla K. Meyer, and Julia A. Williams