Editorial Introduction
Editorial Introduction
Kenneth Fasching-Varner, Margaret-Mary Sulentic Dowell, Tynisha Meidl, and Christopher Meidl
Full Articles
Colliding Theories and Power Differentials: A Cautionary Tale of Conducting Action Research While Student Teaching
Jennifer M. Conner-Zachocki and Danielle Dias
ReQuest in the Secondary History Classroom: How does the Introduction of a Purposeful Reading Technique Effect Comprehension of Text?
Jeffery Peleaux and Jason Endacott
University-Based Collaborative Pre-service-Mentor Teacher Teams: A Model for Classroom-Based Inquiry
Ronald Beebe and Diane Corrigan
Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project
David Hoppey
Analysis of Misconceptions in High School Mathematics
Lauren C. Schnepper and Leah P. McCoy
Drawings as a Component of Triangulated Assessment
Charlotte A. Otto, Susan A. Everett, Gail R. Luera, and Christopher F.J. Burke
Student-Centered Empowerment of Teacher-centered Practices: An Action Research Project
Nicolas Clegorne and Roland Mitchell
Silencing Reading, Silencing the boys: Using action research to investigate silent reading programs and its effects on boys’ literacy skills
Rachel Velluto and Joanna Barbousas
