How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn
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Ohio University / OhioLINK
2018
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522870412794636 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou15228704127946362021-08-03T07:05:52Z How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn Sturgill, Derek J. Teacher Education Mathematics Education Science Education Teacher experiences professional development classroom inquiry action research mathematics science Grades 4-6 elementary school teacher knowledge for teaching Teaching is a complex process. A powerful tool for improving this process and for improving teacher’s knowledge for teaching and their practice is classroom inquiry, which is a structured form of teacher research and reflection. Professional development programs can serve as catalysts for classroom inquiry. In this dissertation, I analyzed the inquiries and associated classroom-embedded projects of 4 female teachers: 3 of mathematics and 1 of science in Grades 4–6 who participated in a K–8 professional development program focused on classroom inquiry and action research in mathematics and science. The professional development program (a) introduced participating teachers to classroom inquiry and action research; (b) supported them as they created and then implemented their individual projects; and (c) provided opportunities to share project challenges, results, and what they learned from implementation.I used a qualitative multiple case study to understand (a) each participant’s classroom inquiry project, (b) each participant’s project enactment, and (c) what each participant learned as a result of her project. Over a period of 5 months, each participant was interviewed a total of six times. Three of these six interviews occurred soon after a classroom observation that focused on the participant’s project enactment. In addition, each participant received 11 emailed prompts, responded to these prompts, and submitted material related to her classroom inquiry project material. Material from the associated professional development program was collected to support this study and to triangulate data. The data were coded thematically and case reports constructed. Even though none of the 4 study participants engaged in bonafide action research, al engaged in classroom inquiry. As a result of their classroom inquiry projects, they reported changes in their (a) knowledge of student learning, (b) knowledge of inquiry, (c) pedagogy, and (d) plans for the subsequent school year. In addition, one or more participants reported changes in (e) knowledge and use of assessment, (f) knowledge of content, (g) ability to find and create resources, and (h) professional outlook. As a distillation of teacher growth represented in this study, the case of a hypothetical participant—who embodies the first four areas of change, participants’ characteristics, and their project qualities—is presented.From the findings, I conclude that classroom inquiry is a valuable form of professional development for teachers of mathematics and science in Grades 4–6. In addition, I found that support, time, and sustainment are characteristics needed for professional development programs that focus on teacher research. Nonetheless, research is needed about how to best support teachers who participate in a professional development program as they engage in classroom inquiry and what they learn from their investigations and reflections. 2018-07-13 English text Ohio University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522870412794636 http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522870412794636 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Teacher Education Mathematics Education Science Education Teacher experiences professional development classroom inquiry action research mathematics science Grades 4-6 elementary school teacher knowledge for teaching |
| spellingShingle |
Teacher Education Mathematics Education Science Education Teacher experiences professional development classroom inquiry action research mathematics science Grades 4-6 elementary school teacher knowledge for teaching Sturgill, Derek J. How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn |
| author |
Sturgill, Derek J. |
| author_facet |
Sturgill, Derek J. |
| author_sort |
Sturgill, Derek J. |
| title |
How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn |
| title_short |
How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn |
| title_full |
How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn |
| title_fullStr |
How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn |
| title_full_unstemmed |
How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn |
| title_sort |
how teachers of mathematics and science in grades 4–6 enact classroom inquiry and what they learn |
| publisher |
Ohio University / OhioLINK |
| publishDate |
2018 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522870412794636 |
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AT sturgillderekj howteachersofmathematicsandscienceingrades46enactclassroominquiryandwhattheylearn |
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