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Tackling a School Conundrum: One Teacher-Inquirer's Collaboration with Students and School Community.

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Title: Tackling a School Conundrum: One Teacher-Inquirer's Collaboration with Students and School Community.
Authors: Yen, Yun-chen1 (AUTHOR) yxy262@psu.edu, Brownhill, Susan2 (AUTHOR), Hinchcliff, Elizabeth3 (AUTHOR), Dvir, Boaz1 (AUTHOR)
Source: Clearing House. May/Jun2025, Vol. 98 Issue 3, p129-136. 8p.
Subject Terms: *Educational leadership, *Advanced placement programs (Education), *Professional learning communities, *High school enrollment, *Teacher collaboration
Abstract: Collaboration is an integral aspect of practitioner inquiry, and ample research has shown that inquiry communities encourage effective collaboration among teachers. However, little research highlights how teacher inquirers can foster inquiry-centered collaboration with others. This paper shares how one teacher-inquirer invited students, colleagues, and school leadership to inquire with her about inequitable enrollments in her high school's AP courses. Through her ongoing and iterative collaboration with multiple stakeholders, the teacher-inquirer built a school-wide network of co-inquirers to improve accessibility and support in AP courses to ensure all students can succeed. [ABSTRACT FROM AUTHOR]
Copyright of Clearing House is the property of Taylor & Francis Ltd 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
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  Data: Tackling a School Conundrum: One Teacher-Inquirer's Collaboration with Students and School Community.
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  Data: <searchLink fieldCode="AR" term="%22Yen%2C+Yun-chen%22">Yen, Yun-chen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yxy262@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Brownhill%2C+Susan%22">Brownhill, Susan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hinchcliff%2C+Elizabeth%22">Hinchcliff, Elizabeth</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dvir%2C+Boaz%22">Dvir, Boaz</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Clearing+House%22">Clearing House</searchLink>. May/Jun2025, Vol. 98 Issue 3, p129-136. 8p.
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  Label: Abstract
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  Data: Collaboration is an integral aspect of practitioner inquiry, and ample research has shown that inquiry communities encourage effective collaboration among teachers. However, little research highlights how teacher inquirers can foster inquiry-centered collaboration with others. This paper shares how one teacher-inquirer invited students, colleagues, and school leadership to inquire with her about inequitable enrollments in her high school's AP courses. Through her ongoing and iterative collaboration with multiple stakeholders, the teacher-inquirer built a school-wide network of co-inquirers to improve accessibility and support in AP courses to ensure all students can succeed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clearing House is the property of Taylor & Francis Ltd 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.)
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              Text: May/Jun2025
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