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Examining the Impact of Teacher Inquiry as a Professional Development Tool
Fri, April 13, 2:15 to 3:45pm, Fairmont Waterfront, Floor: Concourse Level, MalaspinaSession Submission Type: Paper Session
Abstract
In combination, this set of papers investigates the power and possibilities of teacher inquiry in generating shifts in teacher thinking about their teaching and students' learning. Specifically, the session examines inquiry as stance, the complexities of data use, and the role inquiry plays when using other job-embedded professional development tools.
Sub Unit
Chair
Papers
“Everything’s Ethics”: Practitioner Research in Data-Driven Times - Jill C. Lynch, Ashland University
Examining Teachers’ Understandings of Inquiry Research: What It Tells Us About Professional Development Efforts - Vicki A. Vescio, University of Florida; Tanetha Jamay Grosland, University of South Florida; Cara A. Walsh, University of Florida; Janice Schomburg, Pinellas County Schools
Tracing the Development of Inquiry-as-Stance in a Science Teacher Video Club - Melissa Lee Braaten, University of Wisconsin - Madison
Toward Contextualized Inquiry Models for Teacher Education and Professional Development - Shannon Marie Pella, University of California - Davis
University and School Partnerships for Inquiry: Promoting Learning for Teachers and Students as Inquirers - Christine D. Clayton, Pace University; James F. Kilbane, Tulane University