College of Education


Research

Practioner Inquiry

inquiry

Faculty, Doctoral Students, Prospective Teachers, and School Partners
engage in inquiring into their own teaching.

Smith, P., Franco, Y., Krause, M., Hagge, J., Persohn, L., et. al (April, 2013). Scaffolding the next generation of doctoral students in clinically rich and inquiry-driven teacher education coursework: Doctoral student insights. Paper presented at the American Educational Research Association, San Francisco, CA.

Arndt, K., & Casciola, V. (2012). This research is in regards to our interest in studying our own practice of supervising field experience, specifically in relation to peer coaching assignments. We think the peer coaching sessions are a helpful tool for preservice teachers to get in the habit of utilizing reflection of their own practice. We think if the peer coaching assignment is effectively facilitated preservice teachers will benefit more from the process. Therefore, we are inquiring into our facilitation of this assignment in order to plan for our future practice as field experience supervisors. 

Bennett, S. (2012). Researching how instructional practices in the classroom help elementary ed students increase their self efficacy as reading teachers specifically focused on reading assessment delivery and analysis.  Stephanie plans to use the results from the initial inquiry to help guide her instruction in the assessment class in the spring. 

Branscombe, M. (2011). This teacher research paper is about evaluating the transferability of course content to internship experiences. In this paper, I am defining ‘transferability’ as the practical application of skills, ideas, knowledge and concepts learned in the arts integration class to the elementary classroom where the preservice teachers are based. The paper describes the taught course and the data methods utilized to track transference by preservice teachers. As researcher and teacher of the course, the findings will be used to maximize future transference of arts integration instruction between course and classroom. 

Branscombe, M. (2012). This teacher research paper examines the following questions: In what ways do I as a teacher educator use the art form of drama in the context of a methods course to enable an alternative mode of reflecting and questioning by the preservice teachers? How do I teach an art form to the non-practitioner and how does my teaching impart a level of engagement that I hope will be passed on to the students they teach?

Franco, Y. (2012). In what ways do I facilitate the development of pre-service teachers’ conceptualization of roles beyond instruction? 

Research into Yvonne’s teaching practice has led to the exploration of three inquiries in the last year and half.  Her initial inquiry derived from an analysis of the Signature Pedagogy used in pre-service teacher preparation, is titled In what ways do I facilitate the development of pre-service teachers’ conceptualization of roles beyond instruction?  This study employed the use of audio and video reflection upon students’ participation in PLC, SAC, and RTI meetings, judging a District Science Fair, and conducting parent phone calls and parent conferences.  The preservice teachers’ highlighted their experience each week, as well as what they learned about their role as an educator from the experience.  The initial inquiry expanded into two additional queries currently being explored.  The first is a reflective analysis of her transition from classroom teacher to university supervisor titled Fake it til’ You Make It.  This study employs the use of reflective journaling to document her personal transition.  The final study titled In what ways do I facilitate inquiry among pre-service teachers? is explored through the use of pre-service teachers’ blogs, as well as anecdotal notes compiled during one-on-one conference sessions.

Also see:
Franco, Y. (2012).  Roles beyond Instruction: Facilitating the Development of Preservice Teachers. 

Krause, M. & Hagge, J. (2012). Margaret and Julia are exploring the impact of multimodal literacy instruction with preservice teachers who have self-identified reading disabilities. We have identified students who face struggles with literacy, and we are examining how multimodal experiences through our course instruction impacts their self-efficacies as reading teachers.Further, we are exploring transformations in their developing conceptualizations of literacy. We hope to add to the literature about preservice teachers with reading struggles and the affordances of
multimodal literacy instruction in teacher education programs.

Persohn, L. (2012) Lindsay collected data about her teaching through time-lapse photography and reviewed those photographs multiple times. While taking reflective notes about her teaching, she made instructional decisions based on those time-lapse observations. The goal of the inquiry was to use the time-lapse footage to find points in instructional routines where she could infuse new arts-based activities in a children's literature course. Her observations lead her to rethink the big ideas conveyed in the course, not only course content but also about the way the content was presented. 

Smith, P. (2012). Multilingual and multicultural awareness: A teacher educator in action.
 
Patriann examined the ways in which she demonstrated multilingual awareness (MLA) and multicultural awareness (MA) in her teaching
practice. Using videos, her written responses to students and students midterm and ongoing written evaluations of her teaching, she conducted
video-stimulated reflections (VSRs) and inductive analysis to describeher communication patterns and to re-examie her conception of diversity
and enhance her multicultural awareness (MA).