Current visions for the education of young people propose learning in meaningful contexts, relevant for citizens of a modern society. Inquiry-based teaching is one such approach in science education, but its potential can best be realised through constructive collaboration between teachers and across subjects. This chapter presents a case of…

Examining the interaction between content knowledge, inquiry proficiency, and writing proficiency is central to understanding the relative contribution of each proficiency on students' written communication about their science inquiry. Previous studies, however, have only analyzed one of these primary types of knowledge/proficiencies (i.e. content…

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to…

This case describes an action research project using nonparticipant observation and focus group interviews aimed at analyzing an innovative experiential learning curriculum designed to develop empathy among Chinese Hong Kong learners. The project involved two classes of students selected by teachers with a range of academic capabilities. The…

It is one sign of the lack of understanding of the value of the humanities, to educational research and inquiry as well as to our world more widely, that such justifications of them as are offered frequently take a crudely instrumental form. The humanities (which in this essay are not distinguished from the arts) are welcomed insofar as they are…

In artist-teacher practice, what separates the art practice of an artist-teacher from their art teaching? At what point does art practice stop and art teaching begin? In what instance does an artwork concept begin? Where does an idea for a student art activity come from? Is the creative process different in conceptualizing our own artwork compared…

Scholars from diverse fields and research traditions agree that the conceptual framework is a critically important component of disciplined inquiry. Yet, there is a pronounced lack of shared understanding regarding the definition and functions of conceptual frameworks, which impedes our ability to design effective research and mentor novice…

In this essay, Elizabeth Birr Moje argues that educators can make radical change in student learning and well-being if they reframe teachers' work with youth as less about meeting standards and more about teaching youth to navigate the multiple literacy contexts in which they live, learn, and work. To that end, Moje offers a take on disciplinary…

This paper discusses issues of research design and methods in new materialist social inquiry, an approach that is attracting increasing interest across the social sciences as an alternative to either realist or constructionist ontologies. New materialism de-privileges human agency, focusing instead upon how assemblages of the animate and inanimate…

Curiosity is a vital yet underappreciated trait to learning. Discover practical ways to put curiosity at the center of the classroom and encourage children's natural eagerness to learn.

In 2019, California State University (CSU), Chico was awarded a five-year Teaching Quality Partnership (TQP) grant to implement the Computational Literacy Across Secondary Settings (CLASS) program. The goal of this program was to recruit, prepare, and retain highly qualified individuals into the teaching profession, with a focus on high-need rural…

In Penn State's work with aspiring teacher leaders over the last decade, two core strategies have emerged that hold significant promise for fostering teacher leadership: (1) provide teachers with the skills they need to create their own jobs; and (2) provide training and extended (e.g. post-graduate) support in developing ongoing professional…

Structured collaborative peer teams are widely recognized as a high-impact pedagogy that supports learning outcomes for diverse learners but it can be difficult to implement this pedagogy in an online environment. This communication describes a structure to use collaborative teams to develop and sustain a community of inquiry in an asynchronous…

Teacher learning is key for quality teaching and learning. Schools leverage situated teacher learning to develop teachers' capacities. However, situated teacher learning is ambiguous. How teachers learn is shaped by socio-cultural factors. This paper elaborates upon a case study of situated teacher learning in Singapore in which teachers learn in…

Research regarding physical education teacher education (PETE) programs in the United States is narrowly focused, placing predominant emphasis on undergraduate programs. The purpose of this study was to provide a descriptive analysis of PETE master's programs in the United States and examine their adherence to SHAPE America's advanced standards…