NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111825
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0013-1725
Learning to Take an Inquiry Stance in Teacher Research: An Exploration of Unstructured Thought-Partner Spaces
Lawton-Sticklor, Nastasia; Bodamer, Scott F.
Educational Forum, v80 n4 p394-406 2016
This article explores a research partnership between a university-based researcher and a middle school science teacher. Our partnership began with project-based inquiry and continued with unstructured thought-partner spaces: meetings with no agenda where we wrestled with problems of practice. Framed as incubation periods, these meetings allowed us to focus not on solution-oriented talk, but open grappling. Within these spaces, we found markers indicative of developing an inquiry stance, such as increased risk--taking and deepening self-reflection.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A