Inquiry in Tandem

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.

• 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.

“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