Supporting Elementary Teachers' Use of Inquiry-Based Researcher's Workshop to Integrate Literacy and Social Studies

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Professional Development School Work in Elementary Contexts (Table 16)

Abstract

Our mixed methods case study shares findings from a university and Professional Development School (PDS) partnership that supports elementary teachers’ use of an inquiry-based researcher’s workshop model that aims to integrate literacy across content areas. We specifically focus on the integration of literacy and social studies, a traditionally neglected subject in many elementary classrooms. Our pilot survey indicates local elementary teachers could benefit from collaborative professional learning to master essential cornerstones of student-led inquiry while integrating literacy and social studies. Additionally, our survey suggests teachers desire to learn more about student inquiry through collaborative professional learning. Through qualitative and quantitative methods, we aim to capture changing teacher perceptions of this inquiry-based framework and promote integration of literacy and social studies.

Authors

• Camille S. Talbert, Baylor University
  Presenting Author

• Kelly C Johnston, Baylor University
  Presenting Author

• Karon Nicol LeCompte, Baylor University
  Presenting Author