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Article
Publication date: 31 December 2020

Exploring the potential of collaborative teaching nested within professional learning networks

Leyton Schnellert and Deborah L. Butler

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators'…

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Abstract

Purpose

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators identify in the PLN overall that supported their co-construction of knowledge and practice development together? and (2) How did including co-teaching partners in the PLN help participants to mobilize knowledge and/or practices in the contexts where they were working?

Design/methodology/approach

A qualitative case study design was used because of its potential to examine how and why questions about complex processes as situated in context (Butler, 2011; Yin, 2014). A case study methodology allowed us to collect and coordinate multiple forms of evidence (i.e. interviews, teacher reflective writing, classroom artifacts, field notes) to examine both how conditions created within the PLN supported learning and how co-teaching partners were mobilizing what they were learning in their school contexts. Interviews were transcribed verbatim and data was analyzed abductively through an iterative and recursive process (Braun et al., 2018).

Findings

Conditions within the PLN overall that participants identified as supportive to their knowledge mobilization and practice development included: having a shared focus, feeling accountability to the group, collaborative enactment of practices within the PLN, large group sharing and debriefing, sustained cycles of collaborative inquiry, affective support, valuing diversity and drawing from expert others as resources. Participants also identified the benefits that accrued specifically from working with co-teaching partners. In addition, findings showed how the degree to which partners engaged in rich forms of collaborative inquiry could be related to their learning and situated practice development.

Originality/value

Findings show the generative potential of inviting co-teaching partners into a PLN to engage in collaborative inquiry with others. PLNs offer the benefit of engaging with educators from outside of one's practice context, which enables pushing their thinking in new directions. Our findings add to the literature by revealing how in situ knowledge mobilization can be amplified when educators participating within a PLN are also working through cycles of inquiry with a co-teaching partner. Overall, this study offers a PLN model where teachers have built-in support for knowledge co-creation and mobilization both within and outside of their school contexts.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/JPCC-06-2020-0037
ISSN: 2056-9548

Keywords

  • Networks
  • Professional development
  • Knowledge mobilization
  • Community of inquiry
  • Collaborative inquiry
  • Collaborative teaching

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Article
Publication date: 1 December 2003

Informing local inquiries: developing local reviews in adult protection

Jill Manthorpe

A role available to adult protection committees is the consideration of local issues and making recommendations to promote protection locally. While policy development in…

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Abstract

A role available to adult protection committees is the consideration of local issues and making recommendations to promote protection locally. While policy development in health and social care has been the result, at times, of national inquiries, local inquiries also provide valuable opportunities to explore issues, to reflect and to learn. This article considers the processes through which local inquiries or reviews may be developed.

Details

The Journal of Adult Protection, vol. 5 no. 4
Type: Research Article
DOI: https://doi.org/10.1108/14668203200300030
ISSN: 1466-8203

Keywords

  • Inquiry
  • Adult protection
  • Review
  • Interagency working

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Article
Publication date: 1 January 1962

SURVEY OF TECHNICAL INQUIRY RECORDS AT THORNTON RESEARCH CENTRE, ‘SHELL’ RESEARCH LIMITED

L.J.B. MOTE and N.L. ANGEL

The records of technical inquiries collected at Thornton over the last ten years have been surveyed with the object of deriving useful information from them.

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Abstract

The records of technical inquiries collected at Thornton over the last ten years have been surveyed with the object of deriving useful information from them.

Details

Journal of Documentation, vol. 18 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/eb026311
ISSN: 0022-0418

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Article
Publication date: 12 October 2020

Power relations in the production of historical context in disaster inquiry reporting

Mary A. Furey, Lawrence T. Corrigan and Jean Helms Mills

This study aims to examine the textual performance of the Ocean Ranger Disaster inquiry, thus responding to recent calls to “practice context” in historical writing. This…

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Abstract

Purpose

This study aims to examine the textual performance of the Ocean Ranger Disaster inquiry, thus responding to recent calls to “practice context” in historical writing. This study goes beyond the epistemological assumptions about the grounds for knowing about the past as the authors explore how history is produced in the context of power relations.

Design/methodology/approach

This paper imagines history-making as a storytelling performance. The authors combine critical historiography and critical sensemaking because these qualitative perspectives help us to understand the composition of the Ocean Ranger Royal Commission Report.

Findings

This case study makes a contribution within the genre of disaster inquiry reporting. The study explains how a formal historical record (the public inquiry report) may be created and how the report is related to aspects of power embedded in a writer’s sense of reality.

Social implications

The Ocean Ranger Disaster continues to be of tremendous importance to the people of Newfoundland, Canada. There have been numerous studies of the disaster, but these have been overwhelmingly focused on technical matters. To authors’ knowledge, this study is the first to consider the inquiry from an historical context perspective.

Originality/value

The study site enables reflection on a question not often asked in the management history literature: How can we critically understand the composition of an official disaster inquiry report in the context of its power relations?

Details

Journal of Management History, vol. ahead-of-print no. ahead-of-print
Type: Research Article
DOI: https://doi.org/10.1108/JMH-05-2020-0033
ISSN: 1751-1348

Keywords

  • Critical sensemaking
  • Context
  • Power relations
  • Critical organizational history
  • Evidence claims
  • Historical narrative

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Article
Publication date: 13 October 2020

Dialogical and situated accountability to the public. The reporting of nuclear incidents

Marie Kerveillant and Philippe Lorino

The paper aims to investigate how far the pragmatist concept of inquiry (Dewey, 1916, 1938) makes it possible to develop a processual and relational approach to…

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Abstract

Purpose

The paper aims to investigate how far the pragmatist concept of inquiry (Dewey, 1916, 1938) makes it possible to develop a processual and relational approach to accountability, moving the focus away from a representational conception of truth and subjectivist/individualist views on meaning-making, toward collective exploration and understanding of an issue by stakeholders with the aim of transforming social practices. The paper studies an accountability process in action, namely nuclear incident reporting, and its role in the construction of a community of inquiry investigating nuclear safety.

Design/methodology/approach

This research opts for a case study methodology including 36 in-depth interviews, field observation and document analyses. The data are drawn from a three-year field study of a “Local Information Commission”, a body set up to represent the public living near a nuclear site.

Findings

The object of accountability needs to be constructed through a joint exploratory inquiry by accountors and accountees into reports of incidents as originally presented, to advance their understanding and capacity for action.

Research limitations/implications

It will be important to test this processual and relational approach to accountability in other types of situation, involving different governance issues than nuclear safety.

Practical implications

To turn theoretical stakeholders such as the public into real stakeholders (e.g. in the studied case, active participants in safety inquiries), specific social and managerial conditions must be fulfilled (concerning time, resources, commitment to open, taboo-free dialogue and legitimacy).

Originality/value

The paper argues that Dewey's concept of inquiry makes a valuable contribution to the processual and dialogical view of accountability.

Details

Accounting, Auditing & Accountability Journal, vol. 34 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/AAAJ-04-2019-3983
ISSN: 0951-3574

Keywords

  • Accountability
  • Stakeholder engagement
  • Pragmatism
  • Inquiry
  • Risk governance

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Book part
Publication date: 5 December 2014

A First-Year Social Sciences Inquiry Course: The Interplay of Inquiry and Metacognition to Enhance Student Learning

Catherine Chiappetta Swanson, Arshad Ahmad and Irena Radisevic

This chapter highlights inquiry-based learning in action in a first-year Social Sciences inquiry course. Focusing on the continued development of this course over eight…

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Abstract

This chapter highlights inquiry-based learning in action in a first-year Social Sciences inquiry course. Focusing on the continued development of this course over eight years, we present a practical example of fostering an inquiry-based teaching and learning environment grounded in metacognitive practice. Woven throughout the course is a thoughtful and deliberate incorporation of skill-building based on two types of metacognitive expertise; self-understanding and self-regulation with a goal to encourage and support students in developing effective learning strategies necessary for university study. We have found that scaffolding the inquiry learning process with metacognition further enhances the first-year learning experience and promotes a deeper level of learning, where students become aware of their own thinking practice and process. These skills include critical thinking, self-directed learning, clear communication and openness to learning. The chapter presents a series of strategies for introducing and linking metacognitive practice and the inquiry-based approach to learning. Presenting the five stages of inquiry learning: exploration, question and problem identification, methods of investigation, collection and analysis of data, development of conclusions and creative communication of results we describe how we work to develop a more distinct, personalized, engaging and sustainable undergraduate learning experience.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
DOI: https://doi.org/10.1108/S2055-364120140000002015
ISBN: 978-1-78441-236-4

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Book part
Publication date: 19 May 2015

Developing an Interdisciplinary Inquiry Course on Global Justice: An Inquiry-Informed, Cross-Campus, Collaborative Approach

Beth Marquis and Vivian Tam

Higher-education institutions have an increasing responsibility to foster “global citizenship,” enabling students to recognize injustice and pursue equity. As a first step…

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Abstract

Higher-education institutions have an increasing responsibility to foster “global citizenship,” enabling students to recognize injustice and pursue equity. As a first step to creating a larger “hub” for global justice, McMaster University set out to develop an interdisciplinary course on the topic. With high-level institutional support, a cross-campus, interdisciplinary course design team was formed to further investigate effective pedagogy. Inquiry-based learning (IBL) was considered a foundation for other learning strategies within the course because of its evidenced ability to instigate a process of “learning by doing,” requiring students to both self-direct their education and develop their capacities as independent learners. To provide a further evidence base, a student member of the committee also conducted a pan-Ontario study surveying relevant instructors on successful global justice pedagogies. Collectively, these findings were integrated to inform the development of “Global Justice Inquiry,” which is characterized by its small course size, open-inquiry style, and engagement of alumni, community partners, and faculty from across campus. This chapter details the process followed to develop this course, presenting it as a model that might be helpful to others looking to develop interdisciplinary inquiry offerings.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
DOI: https://doi.org/10.1108/S2055-364120150000003021
ISBN: 978-1-78441-847-2

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Book part
Publication date: 2 August 2018

Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically Diverse Teacher Educators

Amber Strong Makaiau, Karen Ragoonaden, Jessica Ching-Sze Wang and Lu Leng

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine…

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Abstract

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine inquiry-based teaching and learning in international contexts. Respectively from the USA, Canada, Taiwan, and China, the main research question is, “How can we develop an inquiry stance in our similarly diverse teacher candidates?” For five months, they explore the question with one another in an interactive online journal. The analysis of their written journal reflections result in four main themes: (1) naming and framing inquiry and context, (2) perspectives on translating theory to practice, (3) common practices for developing inquiry stance, and (4) policy work. The chapter concludes with a list of recommendations for fostering inquiry-based teaching and learning with culturally, ethnically, and linguistically diverse teacher candidates. Self-study research methodologies, Philosophy for Children, and online journaling are also suggested as professional development models for diverse globalized teacher educators.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
DOI: https://doi.org/10.1108/S1479-368720180000030009
ISBN: 978-1-78754-538-0

Keywords

  • Culture
  • language
  • self-study
  • online journaling
  • inquiry
  • teacher education
  • Philosophy for Children

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Book part
Publication date: 5 December 2014

Can Practical Wisdom be Taught in Business Schools? An Inquiry-Based Learning Approach for Management Education

Claudius Bachmann

Dealing with the issue of “Can practical wisdom be taught in business schools?,” in this chapter, I argue for an inquiry-based learning approach as a way of improving…

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Dealing with the issue of “Can practical wisdom be taught in business schools?,” in this chapter, I argue for an inquiry-based learning approach as a way of improving today’s management education. Following along these lines, I initially focus on the current criticism of today’s management education in business schools. Then, I provide an introduction into the recent interest in the topic of practical wisdom by management scholars that emerged as part of an effort to overcome these failures of business schools. These attempts, however, remain on a rather vague or theoretical level and are lacking helpful guidance on how universities might implement this concept into their educational offerings. In order to remedy these shortcomings, I introduce a competency-based three-pillar model of practical wisdom and combine it with an inquiry-based learning approach. A comprehensive scheme highlights how the particular competencies of practical wisdom can be fostered over the successive stages of the inquiry process. Most importantly, by describing a MA-thesis program as a successful example of these ideas in application, I provide concrete suggestions of how to facilitate the growth of practically wise competencies by means of an inquiry-based learning approach.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
DOI: https://doi.org/10.1108/S2055-364120140000002021
ISBN: 978-1-78441-236-4

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Book part
Publication date: 5 December 2014

Using Inquiry-Based Learning to Teach Additional Languages in a High School Context

Lorna Caputo

There are many beliefs about how additional languages are learned, several of which have informed some of the most tenacious pedagogical constructs. In this chapter…

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Abstract

There are many beliefs about how additional languages are learned, several of which have informed some of the most tenacious pedagogical constructs. In this chapter, additional language teachers working with additional language students in high schools are asked to challenge some widely accepted beliefs about language learning and methods of teaching language, and consider a technique that better aligns with constructivist theories of learning and the inquiry-based learning (IBL) approach. This chapter includes a brief discussion on IBL, its constructivist roots, and its many permutations. It also explores some constructivist-based additional language teaching approaches and discusses to what extent they align with IBL. Also provided is a six-step inquiry language-learning process, specifically designed to teach additional languages, with discussion on how each stage builds upon the other, optimizing language learning. In addition, a series of lessons are described which show how the inquiry language-learning process can be employed to teach additional languages to students who are not yet fully proficient in the school’s language of instruction. The chapter concludes with a discussion on some of the challenges of using IBL with additional language students, citing some of the psychological, cultural, and cognitive needs often present in these students. The chapter ends with a call for further research into the use of IBL to teach additional languages.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
DOI: https://doi.org/10.1108/S2055-364120140000002023
ISBN: 978-1-78441-236-4

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