Search results for: Inquiry
Page 6/9 84 items
The author describes the need of the curriculum studies community to look at a new dialectic—one marked by a physics that pull ideas inward toward some centripetal center. However, there is tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has marked the nature of most scholarly thinking. Despite this tension, several projects have recently been launched in the field that might signal a new age for curriculum studies. These projects have opened a new dialogue that considers possibilities of finding some semblance of canon or disciplinarity in the field.
Updated: Mar. 17, 2011
Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry
The current essay performs a number of the authors' collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. By exploring their work with Deleuzean conceptual creations in mind, the authors seek to move readers beyond Deleuzo-Guattarian select metaphors. The authors intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading∼thinking has opened to them but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry.
Updated: Mar. 01, 2011
This study examines the instructional steps that the author took, based on gaps between what was happening in a graduate literacy class she taught and what she had intended to happen. This study describes the ways that the author re-imagined the class and what came about when she created a pedagogical approach that featured multi-genre inquiry. The author found that the multi-genre approach led to moments of inter-discursivity as teachers extended their understandings by appropriating language from one genre into another.
Updated: Jan. 23, 2011
This pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. The study focuses on naturally occurring ordinary events and builds a description of how the strands of proficiencies are being developed. The results of cross-case analyses suggest that while the participating teachers do engage their students in activities and exercises that contribute to the development of all four strands of science proficiency; the nature, duration, and distribution of these activities varied.
Updated: Dec. 21, 2010
Collaborative Teacher Inquiry as a Tool for Building Theory on the Development and Use of Rich Mathematical Tasks
This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. The results show specific and direct links between teacher inquiry and classroom practice. Furthermore, this case study provides specific information on how an inquiry context is linked to the way teachers interact, form theories, and make use of student work.
Updated: Dec. 03, 2010
The authors investigated the impact of an open inquiry experience on elementary science methods students‘ understanding of celestial motion. The authors have also examined the tools, resources, and ideas that preservice teachers used to develop their own inquiry investigations to understand their resourcefulness in pursuit of a scientific question. A comparison of participants‘ inquiry projects with the change in their understanding revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students may need more guidance to reach a full scientific understanding across all aspects of celestial motion.
Updated: Sep. 19, 2010
Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Updated: Sep. 05, 2010
Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation.
Updated: Aug. 01, 2010
Currently the press to make policy and practice decisions on the basis of evidence is being coupled with recognition that real change requires shifts in organizational culture. In this article, the authors problematize the notion of a “culture of evidence” in teacher education. Then the article identifies four key aspects involved in efforts to create a culture of evidence at one institution over a five-year period. The authors suggest that building cultures of evidence has the potential to be transformative in teacher education, but only if challenges related to sustainability, complexity, and balance are addressed.
Updated: Mar. 14, 2010
This paper explores how a group of engaged, enquiring teachers orient themselves towards research. The evidence discussed in this paper comes from work undertaken by teachers in the Learning to Learn Phase 3 Evaluation. This action research project ran for three years in primary and secondary schools in three clusters across UK. The paper focuses on identifying those aspects of being involved in L2L that support teachers' learning and the way that the teachers themselves understand the impact on their professional development. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed.
Updated: Feb. 14, 2010