Engagement in practitioner inquiry by classroom teachers is a promising mechanism for teacher professional learning. While much has been learned about the positive role inquiry can play in traditional professional development efforts, we know less about the impact of inquiry in a rapidly advancing technological age that includes the proliferation…

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious…

The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in…

Purpose: This article proposes the utility of using activity theory as an analytical lens to examine the theoretical construct of distributed leadership, specifically to illuminate tensions encountered by leaders and how they resolved these tensions. Research Method: The study adopted the naturalistic inquiry approach of a case study of an…

This article is co-written by a high school teacher and a faculty member from a university-based teacher education program. The high school teacher is a graduate of the university's master's degree program, and this article is a reflection of the inquiry he engaged in while he was simultaneously a student and teaching fellow. By asking questions,…

Many users of online open education resources (OERs) are learners seeking insights into problems encountered as they pursue their everyday interests and activities. As well as benefitting from intrinsic motivation, such authentic learning activity provides context that helps the learner absorb and integrate the meaning of the knowledge. The…

In the last two decades, one can see the widespread acceptance of the importance of teaching critical thinking (CT) as a 21st-century competency for all students from primary to graduate school. Lack of effective instructional strategies cause problems in developing effective CT curriculum. This research study aimed at the exploring the problem of…

21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students' learning in social studies as a result of implementing inquiry-based instructional strategies was…

This study was designed to investigate differences in high school science teachers' attitudes toward teaching inquiry-based science, beliefs about and practice of implementing inquiry-based methods according to the National Science Education Standards, and the frequency of implementing inquiry-based classroom lessons based on the gender,…

Students in marginalized school populations, particularly English learners and students with disabilities, consistently score below their peers on national science assessments. Limited or delayed academic language skills may contribute to disparities in science achievement gaps. Competing pedagogical approaches of science inquiry (e.g., discovery)…

This piece offers an overview of the Scholarship of Teaching and Learning (SoTL) in a nontraditional genre. It glances backward to the catalyst for the movement and traverses the context of SoTL today. Grounded in foundational literature of the field, it explores ideas about SoTL, including its purpose, nature, and characteristics. It underscores…

Scholars in higher education increasingly recognize the transformative potential of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain…

This article measures and discusses six teacher groups' (a) time spent working with data and (b) time devoted to particular kinds of inquiry activities, and explores various contextual factors that influence these results. The authors make use of a framework useful in describing and analyzing the stance taken by teachers when they engage with…

In a time of advancing neoliberal educational practice globally (e.g. Roxborough, 1997, McCafferty, 2010), in the provision of public sector education as well as in assumptions regarding public educational purposes and curriculum development; this paper looks to a broader definition of education (e.g. Biesta, 2009). The authors argue that…

This commentary addresses the gap in the literature regarding discussion of the legitimate use of Constant Comparative Analysis Method (CCA) outside of Grounded Theory. The purpose is to show the strength of using CCA to maintain the emic perspective and how theoretical frameworks can maintain the etic perspective throughout the analysis. My…