Inquiry-Based Classroom Practices: Designing Effective Professional Development for Equitable and Inclusive Learning Environments

• In Event: Inclusive Education in Curriculum and Contexts

Abstract

The research paper investigates the adaptation of a research-based professional development approach, the Inquiry-based Classroom Practices model (ICP Model) (pseudonym), for special education teachers. The intervention introduced teachers to inquiry-driven design practices while utilizing assistive technology (AT) to support new methods of understanding student’s unique learning needs. The research was based on a convergent parallel mixed methods approach to analyze both qualitative and qualitative data to capture how special education teachers used AT to successfully improve inquiry-based learning. The analysis revealed statistically significant shifts throughout the six-month professional development intervention. Findings from teacher interviews showed emerging leadership activities as teachers took more initiative to design projects and collaborate with other teachers in the school community.

Authors

• Xiaoxue Du, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University