From Rigor to Vigor: The Past, Present, and Potential of Inquiry as Stance

Currin, Elizabeth

doi:10.5038/2379-9951.4.1.1091

Cited by 8 publications

(7 citation statements)

References 33 publications

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“…The teacher's role in this procedure is complex and requires further investigation. Nevertheless, adopting an inquiring stance (Currin, 2019) enables educators to transform their teaching toward a more student-centric and participatory classroom.…”

Section: Discussionmentioning

confidence: 99%

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

Νίκα¹,

Brailas

2022

EJEDU

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This paper focuses on the forms of interaction that occur in a mathematics class. It explores ways to assist students in adopting the practice of questioning and improving their ability to participate in the mathematics lesson. In particular, the study examines how the practice of student questioning can affect communication. By describing the shaping process of an inquiry-based learning class, it proposes an exploratory method to introduce students to the mathematical practice of questioning. The main outcome of the study is that the dynamic presence of student inquiry can significantly transform traditional mathematical communication in the classroom into alternative forms.

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Section: Discussionmentioning

confidence: 99%

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

Νίκα¹,

Brailas

2022

EJEDU

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“…In this section, I outline a vision of practitioner inquiry that guided this research. I then position practitioner inquiry as an empowering force for teachers in the age of accountability (Currin, 2019). In doing so, I hope to highlight the idealized vision of what practitioner inquiry can and should be in order to contrast that ideal to the findings of this study.…”

Section: Conceptual Frameworkmentioning

confidence: 93%

Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

Schroeder

2020

JPR

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This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds in neoliberal contexts.

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“…This variation can complicate efforts to define practitioner research, especially for novice researchers such as graduate students. However, there is widespread agreement with Cochran-Smith and Lytle's conceptualization of practitioner research as systematic and intentional (Currin, 2019;Dana & Yendol-Hoppey, 2020;Miller & Shinas, 2019;Schaenen et al, 2012;Schroeder, 2020;Stremmel, 2007). Furthermore, empirical practitioner research differs from other types of practitioner research in that it involves the systematic collection and analysis of data (Cochran-Smith & Lytle, 1993) and is intentional and more visible than reflection, a practice teachers engage in every day (Dana & Yendol-Hoppey, 2020).…”

Section: Terminologymentioning

confidence: 95%

Complexities of Practitioner Research: Seeking Hallmarks of Quality

Finch

2022

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The emphasis in Ed.D. programs on professional knowledge and practical research means methodological training in these programs must prepare their candidates for the career demands graduates will likely encounter; practitioner research is well-suited to this task. Yet, the lower status traditionally accorded to practitioner research, along with an absence of clear guidelines for its methodology and quality, challenge its acceptance as a form of knowledge production. The current study analyzes 74 accounts of practitioner research in literacy for evidence of methodological quality. Findings reveal ways practitioner researchers systematically conduct and report their inquiries as well as areas for improvement. The hallmarks of quality identified in this study can be used by research educators to advance practitioner research as a methodology and knowledge generating endeavor.

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From Rigor to Vigor: The Past, Present, and Potential of Inquiry as Stance

Cited by 8 publications

References 33 publications

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

Complexities of Practitioner Research: Seeking Hallmarks of Quality

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