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035 a| (OCoLC)1381680589;

090 a| LB1027.23;

049 a| EREE;

100 1 a| James, Jennifer L.,e| author.?| UNAUTHORIZED;

245 10 a| Leave this place better than you found it :b| facilitating inquiry-based learning experiences that support student agency /c| by Jennifer L. James.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (231 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 4.855 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed June 11, 2024).;

520 3 a| Engaging students in authentic and relevant work through inquiry-based instruction provides them opportunities to develop critical thinking, student-centered self-directed learning, and real-world problem-solving. Unfortunately, the process of teaching through inquiry is not typical in education. Nevertheless, empowering teachers to teach through inquiry means that they can be more impactful in leaving the school a better place for student learning. In this participatory action research (PAR) study, I examined the extent to which teachers designed and implemented learning experiences that promoted inquiry to foster student agency within an Early College High School setting. Using participatory action research (PAR) methodology informed by activist research and community learning exchange (CLE) methodology and protocols, the PAR theory of action was: If teachers and the principal co-create inquiry-based learning experiences, then staff will have the skills and knowledge to implement an inquiry-based pedagogy designed to cultivate student agency at Imagination Early College High School (IECHS). During fourteen months of research, I conducted multiple co-practitioner research (CPR) meetings, two CLE meetings, observations, and coaching conversations. I analyzed data to gain insight into how teachers collaborated to rethink teaching and learning and change teaching practices from traditional teaching methods to inquiry-based learning experiences. Two findings resulted: (1) Teachers shifted their thinking about inquiry-based teaching practices by experiencing inquiry as learners; and (2) shifting teacher thinking led to implementing inquiry-based student learning experiences. The results of the study could support school principals and high school teachers in changing teaching practices. By shifting teacher thinking through teachers experiencing inquiry in their professional learning, they were ready to implement inquiry-based learning experiences that foster student agency in their classrooms.;

504 a| Includes bibliographical references.;

650 0 a| Inquiry-based learning.=| ^A583619;

650 0 a| Education, Secondary.=| ^A26169;

650 0 a| Active learning.=| ^A297417;

650 0 a| Motivation in education.=| ^A7949;

650 0 a| High school principals.=| ^A110416;

650 7 a| secondary education.2| aat0| (CStmoGRI)aat300054368;

653 a| Inquiry-based Teaching;

653 a| Inquiry-based Instruction;

653 a| Student Agency;

653 a| Teacher Agency;

653 a| Authentic Learning;

653 a| Collaboration;

653 a| Co-construction of Knowledge;

653 a| Deeper Learning;

653 a| Academic Discourse;

653 a| Adult Learning;

653 a| Participatory;

653 a| Community Learning Exchange;

653 a| Praxis;

653 a| Action Research;

653 a| Principal Leadership;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12808;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6143698;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143698-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143698-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2023x| ETDz| HERESOURCE;

Leave this place better than you found it : facilitating inquiry-based learning experiences that support student agency / by Jennifer L. James.

Author/creator	James, Jennifer L. author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (231 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Inquiry-based learning. Education, Secondary. Active learning. Motivation in education. High school principals.

Summary	Engaging students in authentic and relevant work through inquiry-based instruction provides them opportunities to develop critical thinking, student-centered self-directed learning, and real-world problem-solving. Unfortunately, the process of teaching through inquiry is not typical in education. Nevertheless, empowering teachers to teach through inquiry means that they can be more impactful in leaving the school a better place for student learning. In this participatory action research (PAR) study, I examined the extent to which teachers designed and implemented learning experiences that promoted inquiry to foster student agency within an Early College High School setting. Using participatory action research (PAR) methodology informed by activist research and community learning exchange (CLE) methodology and protocols, the PAR theory of action was: If teachers and the principal co-create inquiry-based learning experiences, then staff will have the skills and knowledge to implement an inquiry-based pedagogy designed to cultivate student agency at Imagination Early College High School (IECHS). During fourteen months of research, I conducted multiple co-practitioner research (CPR) meetings, two CLE meetings, observations, and coaching conversations. I analyzed data to gain insight into how teachers collaborated to rethink teaching and learning and change teaching practices from traditional teaching methods to inquiry-based learning experiences. Two findings resulted: (1) Teachers shifted their thinking about inquiry-based teaching practices by experiencing inquiry as learners; and (2) shifting teacher thinking led to implementing inquiry-based student learning experiences. The results of the study could support school principals and high school teachers in changing teaching practices. By shifting teacher thinking through teachers experiencing inquiry in their professional learning, they were ready to implement inquiry-based learning experiences that foster student agency in their classrooms.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed June 11, 2024).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Leave this place better than you found it : facilitating inquiry-based learning experiences that support student agency / by Jennifer L. James.

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