LEAVE THIS PLACE BETTER THAN YOU FOUND IT: FACILITATING INQUIRY-BASED LEARNING EXPERIENCES THAT SUPPORT STUDENT AGENCY

Abstract

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.