Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry.
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| Title: | Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. |
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| Authors: | Butler, Deborah1 deborah.butler@ubc.ca, Schnellert, Leyton2 leyton.schnellert@ubc.ca, MacNeil, Kimberley1 macneil.k.3@gmail.com |
| Source: | Journal of Educational Change. Feb2015, Vol. 16 Issue 1, p1-26. 26p. 3 Diagrams, 1 Chart. |
| Subject Terms: | *Educational change, *Teacher development, *Self-efficacy in teachers, *Literacy, *Professional education, *Teenagers, *Education, Agency theory |
| Abstract: | Teacher professional development has been identified as essential to educational reform. Moreover, research suggests the power of inquiry communities in spurring teacher professional learning and shifts in classroom practice. However, not enough is known about what conditions within a community of inquiry might be necessary to inspire, support, sustain, and coordinate educators' investment in systems-level change. To fill this gap, this article reports findings from the last year of a longitudinal case study of a school district seeking to advance adolescent literacy in subject-area classrooms. We extended from prior findings to investigate whether and how educators' self-perceptions of efficacy and agency could be related to their engagement in a district-level, inquiry-based initiative. Participants were 43 teachers and school- and district-based leaders. Multiple forms of evidence (i.e., interviews, artifacts, field-notes) were collected and coordinated within a case study design. Findings suggested that the vast majority of participants experienced increases in efficacy that could be associated with their engagement in collaborative inquiry, which in turn had potential to fuel on-going change efforts. At the same time, leaders' careful attention to preserving teachers' agency appeared to support their sustained investment in continuous cycles of goal-directed practice improvement. Implications are discussed for structuring professional development within systemic improvement initiatives. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 100522790 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butler%2C+Deborah%22">Butler, Deborah</searchLink><relatesTo>1</relatesTo><i> deborah.butler@ubc.ca</i><br /><searchLink fieldCode="AR" term="%22Schnellert%2C+Leyton%22">Schnellert, Leyton</searchLink><relatesTo>2</relatesTo><i> leyton.schnellert@ubc.ca</i><br /><searchLink fieldCode="AR" term="%22MacNeil%2C+Kimberley%22">MacNeil, Kimberley</searchLink><relatesTo>1</relatesTo><i> macneil.k.3@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Change%22">Journal of Educational Change</searchLink>. Feb2015, Vol. 16 Issue 1, p1-26. 26p. 3 Diagrams, 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Agency+theory%22">Agency theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teacher professional development has been identified as essential to educational reform. Moreover, research suggests the power of inquiry communities in spurring teacher professional learning and shifts in classroom practice. However, not enough is known about what conditions within a community of inquiry might be necessary to inspire, support, sustain, and coordinate educators' investment in systems-level change. To fill this gap, this article reports findings from the last year of a longitudinal case study of a school district seeking to advance adolescent literacy in subject-area classrooms. We extended from prior findings to investigate whether and how educators' self-perceptions of efficacy and agency could be related to their engagement in a district-level, inquiry-based initiative. Participants were 43 teachers and school- and district-based leaders. Multiple forms of evidence (i.e., interviews, artifacts, field-notes) were collected and coordinated within a case study design. Findings suggested that the vast majority of participants experienced increases in efficacy that could be associated with their engagement in collaborative inquiry, which in turn had potential to fuel on-going change efforts. At the same time, leaders' careful attention to preserving teachers' agency appeared to support their sustained investment in continuous cycles of goal-directed practice improvement. Implications are discussed for structuring professional development within systemic improvement initiatives. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=100522790 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10833-014-9227-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 1 Subjects: – SubjectFull: Educational change Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Literacy Type: general – SubjectFull: Professional education Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Education Type: general – SubjectFull: Agency theory Type: general Titles: – TitleFull: Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler, Deborah – PersonEntity: Name: NameFull: Schnellert, Leyton – PersonEntity: Name: NameFull: MacNeil, Kimberley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 13892843 Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: Journal of Educational Change Type: main |
| ResultId | 1 |
