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ERIC Number: EJ844058
Record Type: Journal
Publication Date: 2009-May
Pages: 17
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0013-5984
Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams
Gallimore, Ronald; Ermeling, Bradley A.; Saunders, William M.; Goldenberg, Claude
Elementary School Journal, v109 n5 p537-553 May 2009
A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry protocol shifted attribution of improved student performance to their teaching rather than external causes. This shift was achieved by focusing on an academic problem long enough to develop an instructional solution. Seeing causal connections fosters acquisition of key teaching skills and knowledge, such as identifying student needs, formulating instructional plans, and using evidence to refine instruction. These outcomes are more likely when teams are teaching similar content, led by a trained peer-facilitator, using an inquiry-focused protocol, and have stable settings in which to engage in continuous improvement.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED556126; ED551402; ED555739