A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

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A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, methodology): “instructional approaches are challenging to orchestrate, and they place continuous demands on teachers to enhance their professional learning (Capps et al., 2012).”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “Inferences about the links between extended supports and positive outcomes derive from the fact that the same or similar statements were made by many research synthesists (Capps et al., 2012; Ingersoll and Strong 2011; Kretlow and Bartholomew 2010; Zaslow et al., 2010), or it was possible to discern”
Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? (2013, background): “This highlights the need for better assessments to characterize teachers’ instruction related to inquiry and NOS (Capps et al. 2012).”