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.
|Advisor:||Wilson, Faith A.|
|Commitee:||Barshinger, Jack, Skomer, Kevin|
|Department:||Leadership in Educational Administration|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Education, Science education, Middle School education|
|Keywords:||Community of inquiry, Middle school, Problem-based learning, Project-based learning, School innovation, Teacher collaboration|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be