Dissertation
Transitioning to and sustaining an inquiry based pedagogy
Doctor of Education (Ed.D.), Drexel University
Apr 2018
DOI:
https://doi.org/10.17918/D89W86
Abstract
Much has been studied and written with regard to inquiry and why this is a strong and beneficial method of instruction given the current focus on 21st century skills, critical thinking, and engagement. In addition, connections between successful schools and administrators who actively practice instructional leadership have been well documented. As instructional leaders, school administrators are tasked with the responsibility of ensuring quality practices that promote student growth and successful attainment of district standards and objectives. Building administrators play a vital role in helping teachers transition from linear, didactic approaches to those of inquiry. However, we lack an in-depth understanding of how school administrators encourage, guide, and sustain classroom instructional strategies which utilize inquiry-based pedagogy. To better understand this problem, a phenomenological study was conducted to explore the lived experiences of administrators who shared their approaches, views, and insights as they assisted teachers transition to and sustain an inquiry-based approach. Three questions served as a guide for this study: (1) How do principals describe their lived experiences in developing and implementing inquiry-based teaching experiences? (2) How do principals perceive their roles in encouraging teacher practice of inquiry methodologies? (3) How do school principals describe their lived experiences in developing strategies that contribute to the successful implementation and sustainability of inquiry-based learning?
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Details
- Title
- Transitioning to and sustaining an inquiry based pedagogy
- Creators
- David R. Purnell - DU
- Contributors
- John M. Gould (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- viii, 155 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7929; 991014632616704721