The Challenge of Using Adaptive Models of Collaborative Inquiry: Tensions Between Knowledge Generation and Dissemination Within Schools and School Districts

Session Submission Type: Symposium

Abstract

This session uses evidence from the implementation and outcomes of a large-scale elementary school improvement strategy designed to improve student outcomes, address equity of outcome, and build public confidence in publicly funded education in Ontario, Canada. The paper focuses on three initiatives within the improvement strategy that support teachers, schools and school districts through processes of collaborative inquiry. Three evidence-based foundations provide a framework for this discussion: (1) honoring local context while maintaining a common or coherent approach to provincial change efforts, (2) supporting and capturing adaptive change at local levels for central understanding and strategy, and (3) capturing the impact of collaborative inquiry to serve central, public needs for quality improvement practices while honoring local, adaptive work.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Section 1: Applied Research in the Schools

Chair

• Mary Jean Gallagher, Ontario Ministry of Education

Papers

• Collaborative Inquiry for Learning in Mathematics: Team-Based Collaborative Planning, Teaching, Observation and Learning - Judi Kokis, 21st Century Education Development Research Institute; Lucie McCartney, Ontario Ministry of Education

• How Choice Ignites Engagement and Learning in Early Primary Educators - Rachel Ryerson, Ontario Ministry of Education; Barnabas Chukwujiebere Emenogu, Ontario Ministry of Education

• Studying Student Learning Through Collaborative Inquiry - David Cameron, Ontario Ministry of Education; Dianne Oliphant, Ontario Ministry of Education

Discussant

• Don A. Klinger, Queen's University - Kingston