Learning Together: Collaborative Teacher Inquiry at Baker Demonstration School

• In Event: Roundtable Session 125
  In Roundtable Session: Models of Action Research and Collaboration: Learning Circles and Critical Friends

Abstract

This paper examines the first year of a longitudinal case study of a collaborative inquiry process at one independent, elementary school. The study focuses on how the inquiry process facilitated professional development and community within Baker Demonstration School. We found authentic development of teacher knowledge, and in some places practice. It was a varied and individualized process that built a foundation upon which they can choose to continue growing their professional community and their own professional growth. More importantly, the findings identify additional questions necessary to continue the reflective process. The answers to those questions will help to develop a plan for the second year of implementation.

Authors

• Rebecca Jane Lowenhaupt, Boston College

• Michelle Anne Turner Mangan, Concordia University - Chicago

• Dan Schwartz, Baker Demonstration School