2026-09-21T21:40:51Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79977 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

McCarthey, Sarah Cummins, Sunday 2015-09-25T19:54:46Z 2015-09-25T19:54:46Z 10000-01-01 2007 2007 This study explored how three intermediate grade teachers used an inquiry approach to shift from whole class reading instruction to responsive, assessment-driven types of instruction. This was a qualitative research study with an epistemological framework of constructionism. The data were analyzed using a constant comparative method. During the course of one school year, the teachers shaped a focus for their inquiries and met as a group with the researcher to examine student artifacts related to each teacher's inquiry. Group members made recommendations for future instruction based on their analysis of the students' work. The researcher took the role of participant-observer and acted as a co-teacher and professional coach in the teachers' classrooms. The results indicate the teachers increased their awareness of the need for differentiated instruction and increased their understanding of explicit strategy instruction. Each teacher's path towards change and each teacher's engagement in critical reflection was different from their peers. Factors such as cognitive engagement and motivations for participating in the group may have affected their degree of change and their engagement in reflection. Implications for change in classrooms using an inquiry approach and a coaching model are discussed. Made available in DSpace on 2015-09-25T19:54:46Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3269872.pdf: 9137170 bytes, checksum: 265925117e91f7bdcb57d8199d0a64f5 (MD5) Previous issue date: 2007 Embargo set by: Seth Robbins for item 81259 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 322 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. http://hdl.handle.net/2142/79977 (MiAaPQ)AAI3269872 eng Education, Teacher Training "Examining the Complexities of ""Kidwatching"" in a Context for Teacher Inquiry" text Elementary Education Elementary Education University of Illinois at Urbana-Champaign Dissertation Ph.D.