Teaching As Inquiry

Asking Hard Questions to Improve Practice and Student Achievement

By: Alexandra Weinbaum, Marilyn Cochran-Smith (Editor), Tina Blythe, Steve Seidel, Katherine Simon

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Paperback | 16 April 2004

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This book offers an engaging and effective approach to improving teacher and student learning. Based on the experiences of three leading educational organizations, the authors provide invaluable, research-based guidelines for incorporating inquiry into teacher's instructional practices and student work as part of the ongoing work of schools. In addition to discussing the lessons learned and questions raised by inquiry work, this volume includes specific considerations for determining who should be involved, what work should be under review, how it should be reviewed, and how such inquiry should be supported by the school.

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Non-Fiction Education Organisation & Management of Education Examinations & Assessment Teaching Skills & Techniques

Foreword	p. xi
Acknowledgments	p. xv
Introduction: Turning Classroom Experience into Teaching Expertise	p. 1
Collaborative Inquiry in Practice	p. 2
Defining Collaborative Inquiry	p. 2
Why We Value Collaborative Inquiry	p. 3
What Makes Collaborative Inquiry Unique?	p. 5
What Makes Collaborative Inquiry Possible?	p. 6
The Organizations and Research Behind This Book	p. 7
The Development of This Book	p. 8
Making the Case
Foundations for Inquiry: Reviewing the Research	p. 13
Introduction	p. 13
Learning and Inquiry	p. 15
Teacher Professional Development and Collaborative Inquiry	p. 17
Reflection and Inquiry	p. 18
The Emotional Dimension of Inquiry	p. 20
Organizational Learning and Inquiry	p. 22
The Culture and Values of Inquiring Schools	p. 24
Conclusion	p. 29
Critical Considerations for Starting Inquiry	p. 31
Purposes	p. 32
Defining and Refining Purpose	p. 32
Reflecting on and Communicating Purpose	p. 33
Lessons about Purpose	p. 34
A "Table" of Decision Points	p. 34
What Is on the Table?	p. 36
Who Is at the Table?	p. 43
What Happens at the Table?	p. 46
How Is the Table Supported?	p. 53
An Inquiry Casebook
Beginning with One Teacher: Inquiry at ASCEND	p. 65
Background: BayCES and the ASCEND School	p. 66
One Teacher's Inquiry	p. 67
The Story Continues: Inquiry in Elena's Class and the School as a Whole	p. 75
Commentary on the Case	p. 78
A District Initiates: Inquiry at Maxson Middle School	p. 80
Introduction	p. 80
	p. 82
	p. 88
	p. 93
Epilogue	p. 95
Challenges and Lessons Learned	p. 96
Commentary on the Case	p. 98
Tracing a Whole-School Evolution: Inquiry at The Harbor School	p. 100
Introduction	p. 100
Finding Questions and Establishing Group Composition	p. 104
Learning Protocols for Pursuing Those Questions	p. 106
Adapting Protocols and Deepening the Conversation	p. 107
Finding Questions Again ... and Trying to Move Forward ...	p. 110
Finding a Common Question and Revising Protocols	p. 111
Adapting Protocols and Deepening the Conversation	p. 116
Commentary on the Case	p. 119
Engaging Equity and District Mandates: Inquiry at Melrose Elementary School	p. 122
The Sheltered English Team's First Year of Inquiry	p. 122
Collaborative Inquiry at Melrose Elementary	p. 126
Engaging with Open Court: The Sheltered English Team's Second Year of Inquiry	p. 130
From Collaborative Inquiry to Organizational Learning	p. 134
Commentary on the Case	p. 137
Toward a Culture of Inquiry
Milestones and Discoveries: A Cross-Case Commentary	p. 141
Developmental Milestones	p. 141
Discoveries and Transformations on the Way	p. 144
Toward a Culture of Inquiry: Reflections and Policy Implications	p. 146
An Invitation to Join in Inquiry	p. 147
Against All Odds: Toward a Culture of Inquiry	p. 150
The Practice of Inquiry: The Challenges of Going Deeper and Broader	p. 151
The Values of Inquiry and Its Value	p. 155
References	p. 157
Index	p. 161
About the Authors	p. 171
Table of Contents provided by Ingram. All Rights Reserved.

Teaching As Inquiry

Asking Hard Questions to Improve Practice and Student Achievement

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