Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Collaborative inquiry

Discipline
Institution
Publication Year
Publication
Publication Type

Articles 1 - 16 of 16

Full-Text Articles in Education

Strengthening A Culture Of Collaboration Through Intentional And Strategic Collaborative Practices, Jimena Zalba Jul 2021

Strengthening A Culture Of Collaboration Through Intentional And Strategic Collaborative Practices, Jimena Zalba

The Organizational Improvement Plan at Western University

Collaboration can inspire professional learning, improve teaching practices, and impact student learning and well-being. Yet, not all types of collaboration yield these desired results, as is in the case of Elementary School (ES) at Paradise International School (PIS; a pseudonym). This Organizational Improvement Plan (OIP) presents a problem of practice (PoP) that addresses the lack of intentional and strategic collaborative practices at PIS. Within a pragmatic worldview, this OIP is grounded in a socioconstructivist theory, one that frames three chosen interrelated leadership models: transformational, constructivist, and distributed. A synthesis of these theoretical foundations results in three leadership principles and 10 ...


The Effects Of The Gradual Release Of Responsibility Framework On Student Metacognition During Collaborative Work Time, Kyle R. Skillings Jul 2021

The Effects Of The Gradual Release Of Responsibility Framework On Student Metacognition During Collaborative Work Time, Kyle R. Skillings

Education Masters Papers

Teachers are considering different models of instruction for student metacognition during work times. The questioning of student metacognition is a part of teaching, and it is something that can be recognized by making changes to allow students to recognize this. Finding more of an insight on how students think about thinking is the driving force to this research. This study was completed in a Southeastern Minnesota fifth grade classroom. For this study, the observer will implement a gradual release of responsibility framework during collaborative work time to determine the effects on participant metacognition. With metacognition as the focus, the observer ...


Impact Of Lesson Study On Teachers’ Beliefs, Professional Knowledge, Collaboration, And Instructional Planning, Megan Houtchens Jan 2019

Impact Of Lesson Study On Teachers’ Beliefs, Professional Knowledge, Collaboration, And Instructional Planning, Megan Houtchens

Educational Leadership and Policy Studies: Doctoral Research Projects

The purpose of this qualitative action research study was to create a lesson study framework that content and grade level teams of teachers can use to develop and implement their own professional learning connected to student learning goals over the course of a school year. The knowledge claim (McNiff, 2017) for this study is lesson study will result in changes in teachers’ knowledge and beliefs about their content, pedagogy and student learning, in teachers’ collaborative capacity, and in the teaching and learning resources that are used to support student thinking (Lewis et al., 2009). Three teams of content specific teachers ...


Leadership, Teacher Learning, And Assessment: A Strategic Approach To Improving Writing Achievement, Tommi Hoogsteen Aug 2018

Leadership, Teacher Learning, And Assessment: A Strategic Approach To Improving Writing Achievement, Tommi Hoogsteen

The Organizational Improvement Plan at Western University

In an era with increasing accountability and pressures to increase student achievement across all levels, school-based leaders need support in bringing about such changes. The problem of practice addressed in the organizational improvement plan is stated as: A document known as Saskatchewan Reads for Administrators exists to support leadership for best practice in reading in elementary school. No such document exists for writing. The problem of practice under investigation is the need for a strategic approach to support school leaders in improving student achievement levels in writing. Attempting to address this gap in a comprehensive fashion and using a strategic ...


The Effect Of Undergraduate Biology Research Experiences And Mentoring Structures On Student Self-Efficacy, Kyle Harris Apr 2018

The Effect Of Undergraduate Biology Research Experiences And Mentoring Structures On Student Self-Efficacy, Kyle Harris

Doctoral Dissertations and Projects

Collaborative inquiry within undergraduate research experiences (UREs) is an effective curriculum tool to support student growth. This study seeks to understand how collaborative inquiry within undergraduate biology student experiences are affected within faculty mentored experiences and non-mentored experiences at a large private southeastern university. Undergraduate biology students engaged in UREs (faculty as mentor and non-mentor experiences) were examined for statistically significant differences in student self-efficacy. Self-efficacy was measured in three subcomponents (thinking and working like a scientist, scientific self-efficacy, and scientific identity) from student responses obtained in an online survey. Responses were analyzed using a nonparametric equivalent of a t ...


Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes Jul 2017

Supporting Novice Teachers: Peer Coaching And Collaborative Inquiry As Support, Rotonya Rhodes

Doctor of Education in Teacher Leadership Dissertations

The purpose of this qualitative study is to examine what happens when a peer coaching with collaborative inquiry model is implemented with novice teachers. The goals of the study include examining the peer coaching process as described by teachers, and understanding the relationships between novice teachers and their peer coaches based on the novice teachers’ perspectives. This study employs a qualitative case study methodology, in which the group of novice teachers represents the case bounded by the peer coaching process. The study uses individual interviews, a focus group interview, and teachers’ written reflections with 11 participants to address the research ...


Collaborative Inquiry And The Shared Workspace Of Professional Learning Communities, Daniel Carpenter Jan 2017

Collaborative Inquiry And The Shared Workspace Of Professional Learning Communities, Daniel Carpenter

CUP Faculty Research

An exploration of an educator collaborative inquiry in the shared workspace of professional learning communities reveals that the educator collaborative inquiry enables the leaders to focus on increasing student achievement scores.


Classroom Approaches And Japanese College Students' Intercultural Competence, Joan Elizabeth Gilbert Jan 2017

Classroom Approaches And Japanese College Students' Intercultural Competence, Joan Elizabeth Gilbert

Walden Dissertations and Doctoral Studies

Preparing college students to be contributing members of local and global societies requires educators to analyze the capabilities and needs of their students and to adjust instructional content and practice. The purpose of this mixed-methods study was twofold: (a) to explore how classroom approaches designed to facilitate students' questioning of assumptions and beliefs regarding different cultural beliefs, social structures, and practices might influence Japanese college students' self-reported development of intercultural competence, and (b) to investigate whether or not the students developed their potential for intercultural competence. Mezirow's transformative learning theory informed this study. Archival qualitative data were from 137 ...


An Effort Toward Collaborative Problem Solving In Teacher Candidates’ Practicum: Reflection In Action, Jerome Christopher Bollato Sep 2016

An Effort Toward Collaborative Problem Solving In Teacher Candidates’ Practicum: Reflection In Action, Jerome Christopher Bollato

Dissertations

This qualitative study explores my role as the clinical educator of a university practicum field experience at a public elementary and middle school. Nine teacher candidates participated in this action research that focused on changes implemented over the course of a semester to improve collaborative problem-solving inquiry and discussion. The primary data sources include audio-taped transcripts of purposely selected seminars, pre and post observation conferences, online student discussion board posts on the Learning Management System (LMS) and researcher’s field notes. Findings reveal that, through integration of multiple sources of student input, a clinical educator may develop a more complete ...


Assessment Narratives: The Affordances Of Video Inquiry For Formative Assessment Of Multiliteracies, Mary C. Ott Apr 2016

Assessment Narratives: The Affordances Of Video Inquiry For Formative Assessment Of Multiliteracies, Mary C. Ott

Electronic Thesis and Dissertation Repository

This case study investigating primary teachers’ use of video as a multimodal tool for formative assessment of multiliteracies demonstrates a need for a more nuanced understanding of formative assessment practices. The study asked: What stories do teachers tell about student achievement when they examine multimodal (video) evidence of students at work? And, in what ways might they use this information formatively? The data sources for the study were video clips teachers provided of students at work on routine multiliteracy activities, and interviews with the teachers framed by viewing the videos together. The resulting narratives were analyzed thematically, drawing on sociocultural ...


A Case Study Of Rti Data Teams, William Lee Washington Jan 2015

A Case Study Of Rti Data Teams, William Lee Washington

Walden Dissertations and Doctoral Studies

This qualitative case study addressed the persistent achievement gaps in annual measurable objectives (AMO) data at a public rural elementary school in the Mideast United States. Response to intervention (RTI) data teams from 2010 did not produce expected student gains after 5 years of implementation in the school under study. Based on Mandinach and Jackson's data-driven decision making conceptual framework, the purpose of this study was to examine the work of the RTI data teams as they attempted to improve student learning and close achievement gaps. A purposeful sample of 13 staff members involved in the RTI implementation process ...


Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong Jan 2015

Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong

Australian Journal of Teacher Education

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers’ professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to ...


Building A Community Of Collaborative Inquiry: A Pathway To Re-Imagining Practice In Health And Physical Education, Kirsten Petrie, Lisette Burrows, Marg Cosgriff Feb 2014

Building A Community Of Collaborative Inquiry: A Pathway To Re-Imagining Practice In Health And Physical Education, Kirsten Petrie, Lisette Burrows, Marg Cosgriff

Australian Journal of Teacher Education

On-going critiques of existing practices in schools focus on the ability of generalist teachers to deliver quality Health and Physical Education (HPE) in the primary sector. As well, there are concerns regarding the influx of outsider providers in school spaces and the potentially damaging body pedagogies and practices that are pervading education settings. We are interested in how these issues contour teachers’ practice, what this might mean for diverse learners in schools, and what processes support classroom teachers to re-imagine and practice HPE in ways that celebrate and meet the varied needs of students. In this paper we draw from ...


Inquiry Methods For Critical Consciousness And Self-Change, Edlyn V. Peña Jan 2012

Inquiry Methods For Critical Consciousness And Self-Change, Edlyn V. Peña

Edlyn V. Peña

This study investigates faculty members' experiences in a 20-month inquiry project that provided them with structured opportunities to (a) interview students of color about their educational journey, and (b) meet with other faculty members as a collaborative inquiry team to discuss student interview findings. Changes in faculty members were documented through faculty interviews, observations of inquiry meetings, and faculty's reflective journal entries. Findings revealed that faculty members developed an intimate knowledge of students' experiences coupled with an understanding of the broader social implications of being a student of color. They developed a critical consciousness and practical knowledge that informed ...


Orchestrating Classrooms: A Collaborative Inquiry Study Of Novice Teacher Community Building, Leah G. Welte May 2011

Orchestrating Classrooms: A Collaborative Inquiry Study Of Novice Teacher Community Building, Leah G. Welte

All Graduate Theses and Dissertations

Creating a community of learners with and among students in a collaborative
classroom environment provides the keystone for developing the skills necessary for
success in the 21st century. Some preservice teachers envision that community building can enhance the learning experience for them and their students and want to learn and employ the necessary strategies. This study examined whether such a desirous group of novice teachers could identify the key factors they believed comprise community building and could successfully establish a community of learners during their first full year of teaching, supported by participation in a collaborative inquiry group.

Four novice ...


Collaborative Evaluative Inquiry: A Model For Improving Mathematics Instruction In Urban Elementary Schools, Iman C. Chahine, Lesa M. Covington Clarkson Jul 2010

Collaborative Evaluative Inquiry: A Model For Improving Mathematics Instruction In Urban Elementary Schools, Iman C. Chahine, Lesa M. Covington Clarkson

Middle-Secondary Education and Instructional Technology Faculty Publications

In this article, the authors describe the cyclical process of a collaborative evaluative inquiry project and the data collected throughout the project—data that not only informed "next steps" during the project but also show promise in documenting the benefits of such projects. Over a period of 18 months, seven elementary teachers from a K–6 urban elementary school collaborated with university personnel using Parsons’s (2002) Evaluative Inquiry Model, a 5-stage, cyclical model that includes defining, planning, and investigating challenges; collecting, analyzing, and synthesizing data; and communicating findings that transpire through collaborative inquiry. Overall, the project focused on improving ...