Teacher Collaborative Inquiry in Ontario Elementary Schools: An Analysis of Provincial and School Board Policies and Support Documents

Autor/inn/en	Kutsyuruba, Benjamin; Christou, Theodore; Heggie, Lindsay; Murray, James; Deluca, Christopher
Titel	Teacher Collaborative Inquiry in Ontario Elementary Schools: An Analysis of Provincial and School Board Policies and Support Documents
Quelle	In: Canadian Journal of Educational Administration and Policy, (2015) 172, (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Teacher Collaboration; Inquiry; Educational Policy; Professional Education; Professional Development; Case Studies; Boards of Education; Documentation; Policy Formation; Discourse Analysis; Content Analysis; Research Methodology; Hypothesis Testing; Learning Processes; Teacher Characteristics; Data; Information Utilization; Learner Engagement; Academic Achievement; Elementary Schools; Qualitative Research; Literature Reviews; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Politics of education; Bildungspolitik; Berufsausbildung; Case study; Fallstudie; Case Study; Ausschuss; Dokumentation; Politische Betätigung; Diskursanalyse; Inhaltsanalyse; Research method; Forschungsmethode; Hypothesenprüfung; Hypothesentest; Learning process; Lernprozess; Daten; Informationsnutzung; Schulleistung; Elementary school; Grundschule; Volksschule; Qualitative Forschung; Kanada
Abstract	Collaborative inquiry (CI) has emerged as a dominant structure for educators' professional learning in the 21st century. The purpose of this paper is to analyze publicly available documents and policies related to CI in Ontario in order to better understand the documentary scope and spread of this professional learning model in the province. We begin by defining the parameters of CI as a dominant professional learning model before detailing our methodology for selecting and analyzing CI policies and documents at both ministry and school board levels. In our subsequent analysis, we enumerate emergent themes and findings and offer three sample case studies that illustrate how school boards in the province are documenting their experiences with CI. Finally, we conclude with a discussion of potential tensions within current CI policies as a basis for future research and policy development. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01