Presents the opportunity to continue and enhance the dialogue about ways to research and understand children's discourse during science activities and inquiry processes by opening a window onto a variety of techniques, methods, and approaches to the analysis of one short discussion between several elementary students. (Author/MVL)

Questions asked by elementary students in response to narrative texts were coded by university and elementary teachers. The coding schedule was consistently applied. The community of inquiry approach helped develop students' critical analysis skills. Careful selection of texts was recommended for successful use of the approach. (Contains 23…

Considers how in the contemporary world, queer theory mediates in culture between normative ideologies and material practices, between intellectual inquiry and social activism, between text and context, between teaching and learning. Presents an introduction for this special issue, noting that the essays collected represent pedagogical…

Describes a 9th grade required course, Social Issues, and a related writing assignment. Students investigated an issue of personal interest to them and produced a paper with reflective and analytical writing. Six girls sparked a critical comprehension of reality. Data from interviews, focus groups, and papers indicated that the project enhanced…

Presents a science activity on collecting micrometeorites from rainwater using magnets. Includes procedural information. (YDS)

Reflection is the practice of analyzing our actions, decisions, or products by focusing on the process for achieving them. This article describes three types of reflection (reflection-on-action, reflection-in-action, and reflection-for-action) and a workshop that helps teachers gain insight into beneficial teaching and learning practices. (MLH)

Describes three alternatives to the student research report: (1) collaborative research; (2) Ken Macrorie's "I-Search"; and (3) the saturation report. Notes that all three activities are concerned with integrating inquiry, learning, and writing. (MM)

School renewal means moving away from innovations intended to solve specific problems toward a fluid inquiry into everyday improvement possibilities. Faculty can begin by exploring promising hypotheses concerning restructured job assignments, democratic reorganization possibilities, learning environment study data, the professional knowledge base,…

Maintains that inquiry-based approaches to instruction may lead all students toward their gifts. Discusses I-Search papers in this light, including their use with poetry and with technology. (SR)

Critical theory and conceptual frameworks differ in assumptions, purpose, approach, and researcher role. The hope for creating new knowledge rests with the emergence of the most compelling explanations in explicit conceptual frameworks, reflecting the best available knowledge and amenable to examination and verification by others. (SK)

U.S. cultural preoccupation with modernity has made public administration a field that emphasizes technical rationality, professionalism, and scientific rigor with little capacity to address critical societal questions. Greater attention to history would produce genuinely open inquiry. (SK)

Argues that students must be trained properly to ask reflective questions. Describes two strategies that can be used by teachers to help students improve their question asking abilities. (HB)

This paper wraps up a theme issue on Callahan's vulnerability thesis (as related to school superintendents), which was presented in his 1962 book, Education and the Cult of Efficiency. The paper examines the various authors' points of view and focuses on the concept of inquiry and its importance and power in education. (SM)

Discusses a classroom-teaching example provided in this issue. Comments that teachers, using curricular materials and activities, adapt, elaborate on, or invent the context of learning in ways that ensure that students study important central concepts in science and mathematics, and that the understandings students develop are accurate and rich.…

A two-year study of a multiage classroom (ages 7 to 9) that used whole-class inquiry centered on a topic or theme found that students lacked ownership of learning. A more theoretical understanding of inquiry was encouraged by letting students pose personally significant questions. (SK)