Dissertation/Thesis Abstract

An Embedded Case Study of Teacher Collaboration as Part of Project-based Learning Through the Lens of Communities of Inquiry
by Bauman, Joy W., Ed.D., Aurora University, 2019, 215; 22587232
Abstract (Summary)

The purpose of this embedded, qualitative case study was to describe how teacher teams within a public middle school engaged in collaboration and shared inquiry as part of their implementation of project-based learning. The community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000), and its three interacting components of social, cognitive, and teaching presence, was used to analyze data collected from team observations, semi-structured interviews, and artifacts resulting from teacher collaboration. The CoI framework provided a structure for understanding how the case teachers created shared solutions to problems of practice associated with PBL implementation, as well as how individual participants’ thinking and actions were challenged or supported by discourse with others. The analysis resulted in a rich description of the collaborative problem solving that occurred within two embedded groups as well as the emergence of six interview themes: flexible planning and instruction, cohesive relationships, common beliefs, shared learning, and continuous refinement of school-wide expectations and supports for PBL. In deepening understanding of the internal supports developed by the implementers themselves, greater understanding was gained of how teacher collaboration contributed to the case school’s ability to sustain PBL for a period of five years. The primary findings of the study indicate that both systemic and team-based collaborative structures supported the case school’s innovation sustainability.

Indexing (document details)
Advisor: Wilson, Faith A.
Commitee: Barshinger, Jack, Skomer, Kevin
School: Aurora University
Department: Leadership in Educational Administration
School Location: United States -- Illinois
Source: DAI-A 81/3(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Science education, Middle School education
Keywords: Community of inquiry, Middle school, Problem-based learning, Project-based learning, School innovation, Teacher collaboration
Publication Number: 22587232
ISBN: 9781088348376
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