Overview

Inquiry in Tandem explores how engaging in teacher and student inquiry simultaneously impacts teacher practice and student learning in powerful ways. With a focus on secondary schools and all content areas we encourage inquiry because it is good practice. Teachers and students are active doers and thinkers who ask questions, seek information, and develop thoughtful responses. This book presents a model of professional development that fosters this type of deep learning by teachers and students.

Full Product Details

Author:   Christine Clayton ,  James Kilbane, Jr.
Publisher:   Peter Lang Publishing Inc
Imprint:   Peter Lang Publishing Inc
Edition:   New edition
Weight:   0.263kg
ISBN:  

9781433170461

ISBN 10:   1433170469
Pages:   164
Publication Date:   23 December 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

List of Figures – List of Tables – List of Abbreviations – Acknowledgments – Prologue – Inquiry for Learning – Student Inquiry – Teacher Inquiry – Introduction to Secondary Teachers and Students as Inquirers – Lisa DiFilippo: Picturing Inquiry-Based Teaching and Learning in the Visual Arts Classroom – Jim Nordlinger/Nancy Timpani: Inquiry and Literacy Across the Content Areas: An Interdisciplinary Collaboration to Create a Living Museum – Joyce Kong: Leveraging Student-Directed Learning: Developing Students Who Read, Write, and Think Like Scientists – Elena Pousada: I Inquire, You Inquire...We All Inquire! Conjugating Inquiry in the Language Classroom – Commentary on Secondary Teachers and Students as Inquirers – Facilitating Inquiry for Teachers and Students – Learning in Tandem – Appendix A—Protocols to Improve Inquiry Designs – Appendix B—Design Prompts for Inquiry Learning Experiences – Appendix C—Inquiry Plan – Appendix D—Sample Student Inquiry and Teacher Inquiry Questions – Appendix E—Collaborative Inquiry Group Planning Template – Appendix F—Inquiry Results Report – Appendix G—Teaching and Learning Conference Presentation – About the Authors – About the Contributors – Index.

Reviews

“This book proposes the novel idea of inquiry as a multidisciplinary pedagogical strategy to improve the quality of learning. The authors grounded this strategy on three principles—learning by doing, learning within networks, learning in tandem. Inquiry is understood here as a method and as an intentional process ‘to address compelling questions that propel learning.’ Throughout the book, the authors show how inquiry aids teachers in building a higher level of embedded professional development practice that, in turn, helps them to build the necessary skills and expertise to respond ‘to the unique student needs.’ Highly meaningful book for teachers, teacher leaders, school administrators, school district officers, professional development professionals, and anyone interested in elevating the professionalization of teaching.”—Gilberto Arriaza, Professor, College of Education & Allied Studies, California State University East Bay “Clayton and Kilbane present a clear and cogent portrait of inquiry, highlighting the inquiry stance teachers must take to make inquiry instruction effective. While using inquiry to teach students, teachers themselves are engaged in their own inquiry about how their students learn and how they learn particular disciplinary content and skills. A refreshing antidote to test mania, this book is rich in images of practice and tools for implementation—good for teachers and school leaders.”—Jacqueline Ancess, Co-Director, National Center for Restructuring Education, Schools, and Teaching (NCREST); Teachers College, Columbia University “While a plethora of publications exist that discuss inquiry as a mechanism for teacher professional development and inquiry as a pedagogical approach to teaching, Inquiry in Tandem: Student and Teacher Learning in Secondary Schools is the first to give equal treatment to both of these topics within a single text. As such, Clayton and Kilbane illustrate the dynamic interplay that can occur when teachers use inquiry both as a tool to learn from their own teaching practice as well as a pedagogical approach to shape that practice, offering fresh perspectives and new insights on the enduring process of inquiry.”—Nancy Fichtman Dana, Professor, School of Teaching and Learning, University of Florida

Clayton and Kilbane present a clear and cogent portrait of inquiry, highlighting the inquiry stance teachers must take to make inquiry instruction effective. While using inquiry to teach students, teachers themselves are engaged in their own inquiry about how their students learn and how they learn particular disciplinary content and skills. A refreshing antidote to test mania, this book is rich in images of practice and tools for implementation-good for teachers and school leaders. -Jacqueline Ancess, Co-Director, National Center for Restructuring Education, Schools, and Teaching (NCREST); Teachers College, Columbia University This book proposes the novel idea of inquiry as a multidisciplinary pedagogical strategy to improve the quality of learning. The authors grounded this strategy on three principles-learning by doing, learning within networks, learning in tandem. Inquiry is understood here as a method and as an intentional process 'to address compelling questions that propel learning.' Throughout the book, the authors show how inquiry aids teachers in building a higher level of embedded professional development practice that, in turn, helps them to build the necessary skills and expertise to respond 'to the unique student needs.' Highly meaningful book for teachers, teacher leaders, school administrators, school district officers, professional development professionals, and anyone interested in elevating the professionalization of teaching. -Gilberto Arriaza, Professor, College of Education & Allied Studies, California State University East Bay While a plethora of publications exist that discuss inquiry as a mechanism for teacher professional development and inquiry as a pedagogical approach to teaching, Inquiry in Tandem: Student and Teacher Learning in Secondary Schools is the first to give equal treatment to both of these topics within a single text. As such, Clayton and Kilbane illustrate the dynamic interplay that can occur when teachers use inquiry both as a tool to learn from their own teaching practice as well as a pedagogical approach to shape that practice, offering fresh perspectives and new insights on the enduring process of inquiry. -Nancy Fichtman Dana, Professor, School of Teaching and Learning, University of Florida

This book proposes the novel idea of inquiry as a multidisciplinary pedagogical strategy to improve the quality of learning. The authors grounded this strategy on three principles-learning by doing, learning within networks, learning in tandem. Inquiry is understood here as a method and as an intentional process 'to address compelling questions that propel learning.' Throughout the book, the authors show how inquiry aids teachers in building a higher level of embedded professional development practice that, in turn, helps them to build the necessary skills and expertise to respond 'to the unique student needs.' Highly meaningful book for teachers, teacher leaders, school administrators, school district officers, professional development professionals, and anyone interested in elevating the professionalization of teaching. -Gilberto Arriaza, Professor, College of Education & Allied Studies, California State University East Bay Clayton and Kilbane present a clear and cogent portrait of inquiry, highlighting the inquiry stance teachers must take to make inquiry instruction effective. While using inquiry to teach students, teachers themselves are engaged in their own inquiry about how their students learn and how they learn particular disciplinary content and skills. A refreshing antidote to test mania, this book is rich in images of practice and tools for implementation-good for teachers and school leaders. -Jacqueline Ancess, Co-Director, National Center for Restructuring Education, Schools, and Teaching (NCREST); Teachers College, Columbia University While a plethora of publications exist that discuss inquiry as a mechanism for teacher professional development and inquiry as a pedagogical approach to teaching, Inquiry in Tandem: Student and Teacher Learning in Secondary Schools is the first to give equal treatment to both of these topics within a single text. As such, Clayton and Kilbane illustrate the dynamic interplay that can occur when teachers use inquiry both as a tool to learn from their own teaching practice as well as a pedagogical approach to shape that practice, offering fresh perspectives and new insights on the enduring process of inquiry. -Nancy Fichtman Dana, Professor, School of Teaching and Learning, University of Florida

Author Information

Christine D. Clayton (Ed.D., Teachers College, Columbia University) is Associate Professor of Education at Pace University in Pleasantville, New York. She utilized inquiry as a high school history teacher and then engaged in collaborative inquiry with in-service and pre-service teachers through professional development. James F. Kilbane, Jr. (Ph.D., Indiana University) is Clinical Associate Professor of STEM Education at Cleveland State University. He began using inquiry as a middle school teacher. He has deepened his understanding by helping practicing teachers and pre-service teachers inquire for themselves and with their students.

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