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dc.contributor.advisorBalzano, Betsy Ann
dc.contributor.advisorSchlosser, Linda
dc.contributor.advisorBaker, Patricia E.
dc.contributor.authorCentola, Christine L.
dc.date.accessioned2021-09-07T21:48:57Z
dc.date.available2021-09-07T21:48:57Z
dc.date.issued1997-07-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5285
dc.description.abstractMany schools are adopting teaching by inquiry as part of the school vision. However, a universal definition of inquiry as a teaching method has yet to be accepted. This study examines teachers’ perceptions of teaching by inquiry in one school whose mission is to promote teaching by inquiry. All teachers in the school were asked to complete an anonymous survey containing twelve questions related to their teaching experience and perceptions of inquiry. The administration of the school was also interviewed on their perceptions of inquiry. Responses were collected and analyzed for similarities and differences. The author found a wide array of perceptions, which they collected into twelve aspects. The most dominant understanding involved students forming their own questions on the materials which they have been taught and being generally active in their learning experience. All respondents used inquiry in the classroom, though the time spent using it varied widely. The author encourages schools to adopt and accept the myriad understandings of inquiry and to allow teachers to approach the method in their own way.
dc.titleInquiry: What Does It Mean to Teachers of an Inquiry School
dc.typethesis
refterms.dateFOA2021-09-07T21:48:57Z
dc.description.institutionSUNY Brockport
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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