Maria R. Coady
Mark P. S. Lopez
Shuzhan Li
University of Florida

Abstract
The Florida Consent Decree (“Decree”), a legal document delineating guidelines for the preparation of teachers of English learners (ELs) in the state of Florida, was signed into law in 1990. Although this policy is among the most far-reaching in the United States, requiring all teachers to have preparation for ELs, 25 years have passed with little known about its impact on meeting the learning needs of EL students. This research brief reviews the empirical research on preservice and inservice teacher education under the Decree between 1991 and 2016. We offer recommendations for preparing teachers of ELs in the 21st century.

Citation
Coady, M. R., Lopez, M. P. S., & Li, S. (2019). Language-in-education planning: The Florida Consent Decree after 25 Years. Florida Journal of Educational Research, 57(2), 140-149.

Download: 15.-Coady.572.pdf (858 downloads )

Michelle Vaughan
Christina Cavallaro
Jessica Baker
Cheri Celesti
Christopher Clevenger
Hannah Darling
Rebecca Kasten
Maria Laing
Rachel Marbach
Agnes Timar
Kelli Wilder
Florida Atlantic University

Abstract
This inquiry explores the impact of an action research course, taught at a university laboratory school, on the teachers involved as researchers, professionals, and practitioners. Through action research coursework and project design, teachers in this project worked together to plan, conduct, and analyze their individual action research projects over the course of a 15-week semester. Guided by the question: “What is the impact of an action research course experience on teachers’ perceptions of their role as researchers and practitioners?” this manuscript brings together teachers’ written reflections to shed light on the empowering nature of teacher research.

Citation
Vaughan, M., Cavallaro, C., Baker, J., Celesti, C., Clevenger, C., Darling, H., Kasten, R., Laing, M., Marbach, R., Timar, A., & Wilder, K. (2019). Positioning teachers as researchers: Lessons in empowerment, change, and growth. Florida Journal of Educational Research, 57(2), 133-139.

Download: 14.-Vaughan.572.pdf (929 downloads )

James Rigney
Amanda Pate
Tara Ferland
University of Florida

Abstract
Over the preceding century, interest in teacher inquiry has ebbed and flowed, yet the teacher inquiry movement presents consistent themes that remain relevant to contemporary teachers, teacher educators, and scholars. This historical overview of teacher inquiry surfaces implications for practitioners today. It is presented in three eras: the recognition of the teacher as inquirer in the 1930s–1950s, the implications of the Civil Rights movement and the quest for excellence in the 1960s–1980s, and the resurgence of teacher inquiry in the “messy” 1990s and 2000s. The very earliest era of teacher inquiry demonstrates the importance of teacher autonomy and administrative support. The second era points to the place of inquiry in promoting social equity and excellence in education. The final era foregrounds the nonlinear nature of the inquiry process and the importance of collaboration among teacher inquirers.

Citation
Rigney, J., Pate, A., & Ferland, T. (2019). “Those who do not learn from history…”: Contemporary implications from the history of teacher inquiry. Florida Journal of Educational Research, 57(2), 122-132.

Download: 13.-Rigney.572.pdf (671 downloads )

Martha M. Snyder
Laurie P. Dringus
Nova Southeastern University

Abstract
Interpretative phenomenological analysis (IPA) is a qualitative research method that focuses on understanding, in detail, a person’s lived experience. Principles from phenomenology, hermeneutics, and idiography serve as IPA’s theoretical foundation for understanding meaning within a specific context. In this paper we describe how we used IPA to investigate how informal caregivers perceive and use remote monitoring technologies (RMTs) to help monitor and care for their family members who have dementia and are living at home. We describe the study with a particular focus on how we used IPA to analyze interview transcripts of four informal caregivers and identified education and training needs relative to making informed decisions about RMT adoption and use. Implications for researchers and educators who are interested in conducting and teaching IPA are discussed.

Citation
Snyder, M. M., & Dringus, L.P. (2019). IPA as a method for identifying education and training needs of informal caregivers. Florida Journal of Educational Research, 57(2), 109-121.

Download: 12.-Snyder.572.pdf (1014 downloads )

Imelda Bangun
Patrick Mannion
Zhengjie Li
Ke Cheng
University of South Florida

Abstract
The immersion of technology in the 21st century has changed the pedagogical foundation of the English for Academic Purposes (EAP) field. Computer-Assisted Language Learning (CALL) materials, when integrated into content-based EAP classrooms, have great potential to enhance the learning experiences of second language (L2) learners. This paper explores the significance of integrating CALL tools in two EAP classrooms to develop the metacognitive skills of L2 learners. Analysis of pre and post CALL instruction surveys and pre and post writing scores of 26 advanced EAP students indicated that the use of CALL tools had a significant effect on helping them develop their metacognitive skills.

Citation
Bangun, I., Mannion, P., Li, Z., & Cheng, K. (2019). Integrating CALL to develop metacognitive and English proficiency skills in EAP classrooms. Florida Journal of Educational Research, 57(2), 90-108.

Download: 11.-Bangun.572.pdf (686 downloads )