NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933569
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1359-866X
Evidence-Informed Collaborative Inquiry for Improving Teaching and Learning
Sinnema, Claire; Sewell, Alison; Milligan, Andrea
Asia-Pacific Journal of Teacher Education, v39 n3 p247-261 2011
Evidence-informed collaborative inquiry is central to the improvement of teaching and learning for diverse students. This research investigated the impact of a professional learning intervention on the improvement of social studies teachers' practice, and their students' learning. Data were gathered from 26 primary and secondary teachers before, during, and after a year-long research and development project. Analysis of interviews, observation notes, teachers' reports, and reflective journals revealed how "both" engagement with outcomes-linked evidence and collaborative inquiry supported and challenged teachers to improve their classroom practice, and positively impacted on a range of outcomes for their learners. We illustrate this through two vignettes of teachers' inquiries. (Contains 1 figure and 12 notes.)
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: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand