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ERIC Number: ED452190
Record Type: Non-Journal
Publication Date: 2000
Pages: 21
Abstractor: N/A
Reference Count: N/A
The Use of the Inquiry Process To Redesign and Implement Innovative Teaching Practices.
Davidson, Betty M.; Dell, Geralyn L.; Walker, Harriet
This case study highlights how one rural elementary school, where teachers had expressed interest in changing how things were done, provided opportunities for teachers to transform traditional teaching practices into innovative ones. This involved implementing an accelerated schools philosophy (using gifted and talented strategies for all students, even though 98 percent were low-income) and using the inquiry process to redesign and implement innovative teaching practices. Data collection involved interviews with and observations of six teachers and the principal. Interviewees discussed what they had learned from the inquiry process and what they learned about teachers, students, the administrator, parents, and the school's curricular and instructional processes. As teachers worked through 4 years of the accelerated schools process, there was evidence of changing patterns in the areas of curriculum and instruction through problem solving. Realizing their strength as innovators, teachers became willing to reflect, share, and work more collaboratively. The inquiry process helped teachers gain a better understanding of the internal and external challenges they faced. Through more effective use of problem solving, major school-wide changes in curriculum, instruction, and organization were designed and implemented, with a focus on teaching and learning that incorporated the arts. (Contains 21 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A