View in EDS PDF Full Text

Collaborative Inquiry and Distributed Agency in Educational Change: A Case Study of a Multi-Level Community of Inquiry

Saved in:
Bibliographic Details
Title: Collaborative Inquiry and Distributed Agency in Educational Change: A Case Study of a Multi-Level Community of Inquiry
Language: English
Authors: Butler, Deborah L., Schnellert, Leyton, MacNeil, Kimberley
Source: Journal of Educational Change. Feb 2015 16(1):1-26.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Change, Correlation, Interviews, Case Studies, Faculty Development, Longitudinal Studies, Content Area Reading, Literacy Education, School Districts, Self Efficacy, Administrator Attitudes, Teacher Attitudes, Educational Practices, Goal Orientation, Educational Improvement
DOI: 10.1007/s10833-014-9227-z
ISSN: 1573-1812
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.
Abstractor: As Provided
Number of References: 84
Entry Date: 2015
Accession Number: EJ1050115
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG_ntPYEg67LOFI6ToEnjHwAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNHT1Em7BbF-dc3zIAIBEICBmsba7OEXYQ-rxCl3heqwz4yjGu6anygHZ54DZPSGEt91Ne5P7L7xRwdfJxAIF8eB2MlczPOCxWmlLlM8YDeSGb1FVba0TwEIwIZJ3j9Q5P2eWCbmMBrOcbOUZ6ltFukZuEGc7jthd0_kifQSTA_s38qJOj6gaH9MSowqClDbSRsyHCJuKT1KKOkLWJLcZN6sCRNhKdcoPPsQpvM=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1050115
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Deborah+L%2E%22">Butler, Deborah L.</searchLink><br /><searchLink fieldCode="AR" term="%22Schnellert%2C+Leyton%22">Schnellert, Leyton</searchLink><br /><searchLink fieldCode="AR" term="%22MacNeil%2C+Kimberley%22">MacNeil, Kimberley</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Change%22"><i>Journal of Educational Change</i></searchLink>. Feb 2015 16(1):1-26.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2015
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Reading%22">Content Area Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10833-014-9227-z
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1573-1812
– 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 84
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1050115
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1050115
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10833-014-9227-z
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 1
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Content Area Reading
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Educational Improvement
        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 L.
      – PersonEntity:
          Name:
            NameFull: Schnellert, Leyton
      – PersonEntity:
          Name:
            NameFull: MacNeil, Kimberley
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-electronic
              Value: 1573-1812
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Educational Change
              Type: main
ResultId 1