CI 501 Teaching As Inquiry (3): Course guides teachers to develop systematic inquiries into effective teaching and learning.
Overview
Teacher Inquiry has been described as a deliberate, solution-oriented investigation that an individual or group owns and conducts to improve existing classroom or school practices. It is characterized by problem identification, systematic data collection, reflection, and analysis, a process that results in taking thoughtful action. Teacher inquiry has its roots in action research which can be traced to the early works of John Dewey, Kurt Lewin, and Stephen Corey. The prevailing focus of teacher inquiry is to expand the teacher’s role as inquirer about teaching and learning, school-based curriculum development, school restructuring, school evaluation, or any other problem that relates to school improvement. Questions for teacher inquiry emerge from areas they consider to be problematic. Cochran-Smith and Lytle (1990) explain that the unique feature of teacher questions is that they emanate from critical reflection on the intersection of theory and practice. Teacher inquiry has the potential to influence the re-evaluation of current practices. According to Stenhouse, “It is teachers who, in the end, will change the world of school by understanding it” (cited in Ruddick, 1998). We believe that no program in teacher leadership would be complete without a course devoted to teacher inquiry.
References
Cochran-Smith, M. & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2-10. EJ 411 275
Ruddick, J. (1998). Changing the world of the classroom by understanding it: A review of some aspects of the work of Lawernce Stenhouse. Journal of Curriculum and Supervision, 4(1), 30-42. EJ 378 725
What will be uncovered in this course?
In general, this course seeks to allow students time to explore what role inquiry might play in their professional lives, both inside and outside the classroom. To that end, the course will provide readings for reflection and discussion as well as the opportunity for application of course content. Meaning-making, in the context of this course, will rely heavily upon teachers' reflections of their own professional experiences.
The underlying theme of Teacher Leadership will be individually and jointly developed as class members reconceptualize what it means to be a contemporary teacher who models professional leadership. A strong, underlying theme in this course is Teacher Leadership. The course encourages students to reconceptualize the role of teacher to include generating knowledge through local investigations. The class will function very much as a community in which each member not only tries to advance his or her own thinking, but also works to help colleagues extend and clarify their thinking as well. A great deal of energetic and respectful interaction with others is key to maximum growth in this course.
How will this course be delivered?
This course is cohort-based, meaning that there is an established start and end date, and that students will interact with other peers throughout the course. Given the cohort nature of this course, students will be expected to keep pace with each of the 4 workshops. While students may accelerate their reading and research schedule, they need to plan to strictly adhere to specific deadlines for postings within each workshop. Otherwise, the collegial conversation at the heart of this course will not be possible.
Technologies used include:
- Course Web site -- overall course material and activities will be based here;
- ANGEL -- course management site to accommodate small group discussion, chats and submitting assignments;
- Email (within ANGEL) -- communicate between individuals, within small groups and across entire class;
- Uploaded files -- instructor notes, guided reading questions and other course materials;
- Electronic Reserve (LIAS) -- for assigned common readings not covered in required texts
General course requirements
It is presumed that each student will bring both shared and unique perspectives gleaned from various experiences and readings to inform course discussions, explorations, personal reflections and writings. As such, this course is considered a work-in-progress or an emerging process in refining understandings of the intersection of research and school work. Much will be accomplished in collegial discussion either in small (or eBase) groups or in full group discussions. In an attempt to create a common point for discussions and interactions, the course includes several shared readings. As individuals work to develop and refine a personal research focus, readings and directions of inquiry may diverge.
A major goal for this course is for each participant to conceptualize, craft and share an Inquiry Project related to an educational issue of personal concern. Emerging ideas about this Inquiry Project will initially be captured in a draft at the beginning of Workshop 4; as a graded assignment, peers will offer each other feedback on these drafts, and then all writers will have an opportunity to revise and submit final drafts for grading. The intent here is to help each writer craft the best possible inquiry article within time constraints of the course.
Students benefit most from any educational experience when they experience personal growth in their thinking. Discussions with colleagues will be a way to try out ideas, to get feedback, to think critically about new ideas presented by colleagues, and to assess what changes in personal perspectives and understandings the course may (or may not!) produce. For this reason, important elements of the course include student interaction and feedback as well as instructor comments and feedback. Participation grades built into the course are an effort to be sure that the kind of interaction necessary for growth occurs.
Assessment Rubric for the Self-Definition Paper
Following are guidelines I will use in distinguishing between A and B papers. Since this is a graduate course, work of a lesser quality is not expected. Should a paper be unacceptable, we will conference to determine next steps.
An "A" Paper |
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A "B" Paper |
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Unacceptable papers |
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Participation
As a way for each of us to gauge our levels of online participation, below are general guidelines that distinguish between minimal (C, or 2) and excellent (A, or 4) participation.
Minimal Participation |
Excellent Participation |
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Participation is the overall presence in the class by which each student contributes to the learning of others, in both small and large group, by posting thoughtful responses (both required and at will), responding to peer postings, and contributing to common class understandings. In essence, the expectation is that everyone will promptly "attend" all scheduled classes as active and well-prepared participants and as thoughtful inquirers. Should an extenuating situation arise, students need to contact the instructor prior to the need for an extension or other "absence" from class.
Participating in Blackboard Collaborate Sessions
Blackboard Collaborate, as you know by now, is a collaborative tool that allows you to communicate synchronously (real-time) with your instructor and classmates. The software package allows real-time voice, document, and whiteboard sharing, among other things.
We will use this tool as one form of communication with different groups of people several times throughout the course. As it is synchronous, you will be expected to participate at a scheduled day/time. We will work as a class to find times that are mutually acceptable.
If you have technical difficulty using this software, please contact the World Campus Help Desk at wdtechsupport@psu.edu.
Course Objectives
Specifically, the course will offer students an opportunity:
- To compare and contrast the role of "teacher as inquirer" and/or "teacher as change agent" with that of "teacher as technician;"
- To become familiar with the literature supporting teacher inquiry and with issues regarding its status as research;
- To become familiar with various inquiry strategies and purposes;
- To explore the potential of inquiry to yield positive change within the classroom, school, profession, and society;
- To explore topics, methods, data analyses strategies, and publication formats for projects of interest to an individual student or to teams of students
- To provide a forum for safe experimentation and honest, open dialogue about research related ideas, concerns, and questions;
- To develop the background information and experience necessary to confidently undertake independent inquiry projects after the course ends, if they choose to do so;
- To provide a context for sharing/making public your research endeavors.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Specifications
| Curriculum and Instruction | |
| Operating System | Windows 2000, ME, or XP
Macintosh OS X (10.2 or higher) |
| Processor | 500 MHz or higher |
| Memory | 128 MB of RAM |
| Hard Drive Space | 500 MB free disk space |
| Browser | Mac OS X: Firefox 1.0 or higher
Windows: Firefox 1.0 or higher Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State web sites. Due to nonstandard handling of CSS, JavaScript and caching, we do not recommend using Internet Explorer 6 as your browser. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player [Download from Adobe] |
| Additional Software | Microsoft Office |
| Internet Connection | broadband (cable or DSL) connection required |
| CD-ROM | required |
| Sound Card | required |
| Printer | graphics-capable printer |
| Monitor | 15" monitor (1024 x 768 resolution) |
| Speakers | required |
| Microphone | required |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
- Course begins:
- Course ends:
- Total number of weeks:
| Workshop 0: Getting a Jumpstart |
| Workshop 1: Exploring Teacher Inquiry |
| Workshop 2: Exploring Possibilities in Your Classroom |
| Workshop 3: Putting the Plan into Action |
| Workshop 4: Getting Ready for Tomorrow |
| Closing Conversations |
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
| Letter Grade | Percentage |
| A | 92-100 |
| A- | 90-91 |
| B+ | 88-89 |
| B | 82-87 |
| B- | 80-81 |
| C+ | 78-79 |
| C | 72-77 |
For additional information please refer to the Deferring a Grade page.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.