Degree Name
MA (Master of Arts)
Program
Early Childhood Education
Date of Award
12-2008
Committee Chair or Co-Chairs
Jane T. Broderick
Committee Members
Mary Langenbrunner, Pamela Evanshen
Abstract
This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.
Document Type
Thesis - unrestricted
Recommended Citation
Ashe, Ariel Sky, "Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice." (2008). Electronic Theses and Dissertations. Paper 1988. https://dc.etsu.edu/etd/1988
Copyright
Copyright by the authors.