Conceptualizing collaborative inquiry: Levels of appropriation

James Farrel Kilbane; Christine Clayton

Conceptualizing collaborative inquiry: Levels of appropriation

James Farrel Kilbane
, Christine Clayton

Education and Counseling, School of

Research output: Contribution to conference › Paper

Abstract

This paper examines the changing perspective and practice of teachers who inquire into their use of student inquiry as a pedagogical tool. We examined multiple years of documents from a professional development program for five teacher leaders to articulate the descriptors for a framework that describes the development of teachers as collaborative inquirers.

Original language	English
State	Published - 2018
Event	Annual Meeting of the New England Educational Research Organization - Portsmouth, NH Duration: Jan 1 2018 → …

Conference

Conference	Annual Meeting of the New England Educational Research Organization
Period	01/1/18 → …

Cite this

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title = "Conceptualizing collaborative inquiry: Levels of appropriation",

abstract = "This paper examines the changing perspective and practice of teachers who inquire into their use of student inquiry as a pedagogical tool. We examined multiple years of documents from a professional development program for five teacher leaders to articulate the descriptors for a framework that describes the development of teachers as collaborative inquirers.",

author = "Kilbane, \{James Farrel\} and Christine Clayton",

year = "2018",

language = "English",

note = "Annual Meeting of the New England Educational Research Organization ; Conference date: 01-01-2018",

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AU - Kilbane, James Farrel

AU - Clayton, Christine

PY - 2018

Y1 - 2018

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AB - This paper examines the changing perspective and practice of teachers who inquire into their use of student inquiry as a pedagogical tool. We examined multiple years of documents from a professional development program for five teacher leaders to articulate the descriptors for a framework that describes the development of teachers as collaborative inquirers.

M3 - Paper

T2 - Annual Meeting of the New England Educational Research Organization

Y2 - 1 January 2018

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