NotesFAQContact Us
Search Tips
ERIC Number: ED552056
Record Type: Non-Journal
Publication Date: 2012
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-1464-4
Authentic Inquiry Pedagogy Implemented in Middle School Social Studies: Student and Teacher Perspectives
Bartle, Corey
ProQuest LLC, Ph.D. Dissertation, University of Washington
This participatory action research study addressed questions of pedagogical strategies, motivation, assessment, and student choice surrounding an inquiry approach to teaching and learning in a 7th grade social studies classroom. Teacher and student data were collected over a 6-week inquiry project stemming from and directed by student choice. Data collected consisted of an anonymous questionnaire and survey, teacher journal, student self-assessment, and student exit slip. This was a mixed-methods investigation, heavily reliant upon qualitative analysis, and using "constant comparison" (Krathwohl) strategies data analysis began immediately. Data collected from students and teacher suggest a strong desire for inquiry and choice supportive environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A