Tracing the Effects of Teacher Inquiry on Classroom Practice.
By B. A. Ermeling. 2010
179 citations recorded by the source corpus.
Videotape and participant observation were used to document an American high school teacher workgroup’s experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation. Results support claim that meaningful instructional changes are more likely when teachers work in job-alike teams, are led by trained leaders, use inquiryfocused protocols, and have stable settings in which to engage in the continuous improvement of instruction.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/e09a8f49c320493c1b023865a4cc9e38552e917d
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In Education
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Citations in the corpus
- Teacher professional development in Teaching and Teacher Education over ten years (2011, unknown): “Different modalities of professional development improved curricular knowledge and understanding in areas as diverse as reading comprehension and science, as well as fostering of student motivation (Cherubini, Zambelli, & Boscolo, 2002; Ermeling, 2010; Frey & Fisher, 2009; Levine & Marcus, 2010; Mor”
- Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “2.2 Learning to Systematically Analyze Teaching Recent research proposes frameworks to support pre-service and practicing teachers in developing productive approaches for analyzing teaching (Ermeling, 2010; Hiebert et al., 2007; Rodgers, 2006; Santagata & Angelici, 2010).”
- The Transformative Power of Narrative in Second Language Teacher Education (2011, background): “…collaboration resulted in teachers’ self-reported greater sense of self-efficacy, enhanced views of self and more positive views about teaching, as well as connections between collaborative teacher inquiry and detectable changes in teachers’ practice and gains in student learning (Ermeling, 2010).”