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Educational Studies Volume 43, 2017 - Issue 2
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Original Articles

The relationship between psychological factors and inquiry-based working by primary school teachers

Lisette Uiterwijk-LuijkMarnix Academy, University for Teacher Education, Utrecht, The Netherlands;Penta Nova, Academy for Leadership in Education, Utrecht, The NetherlandsCorrespondence[email protected]
,
Meta KrügerPenta Nova, Academy for Leadership in Education, Utrecht, The Netherlands
,
Bonne ZijlstraResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
&
Monique VolmanResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
Pages 147-164 | Received 13 Apr 2016, Accepted 15 Sep 2016, Published online: 28 Oct 2016

Citations (13)

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Read on this site (4)

Judith Amels, Meta Krüger & Klaas van Veen. (2023) Relationships in distributed leadership, inquiry-based working, and realizing educational change in Dutch primary education: teachers’ and their school leader’s perceptions. International Journal of Leadership in Education 26:6, pages 960-979.
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Lidewij Van Katwijk, Ellen Jansen & Klaas Van Veen. (2023) Pre-service teacher research: a way to future-proof teachers?. European Journal of Teacher Education 46:3, pages 435-455.
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Evelyn Goffin, Rianne Janssen & Jan Vanhoof. (2022) The interplay of user beliefs and situated characteristics in explaining school performance feedback use. School Effectiveness and School Improvement 33:3, pages 456-478.
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Judith Amels, Meta L. Krüger, Cor J. M. Suhre & Klaas van Veen. (2020) The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: testing a model. School Effectiveness and School Improvement 31:3, pages 468-485.
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Articles from other publishers (9)

Katie Makar. (2023) Primary teachers’ early and retrospective instructional vision of mathematical inquiry. Journal of Educational Change.
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Lidewij van Katwijk, Ellen Jansen & Klaas van Veen. (2021) Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education. Journal of Teacher Education 73:3, pages 286-300.
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Kristin Vanlommel. 2022. The Emerald Handbook of Evidence-Informed Practice in Education. The Emerald Handbook of Evidence-Informed Practice in Education 259 273 .
Craig Tower, Elizabeth Van Nostrand, Ranjita Misra & Daniel J. Barnett. (2021) Building Collective Efficacy to Support Public Health Workforce Development. Journal of Public Health Management and Practice 27:1, pages 55-61.
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Femke Geijsel, Wouter Schenke, Jan van Driel & Monique Volman. (2020) Embedding inquiry‐based practices in schools: The strategic role of school leaders. European Journal of Education 55:2, pages 233-247.
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Lisette Uiterwijk-Luijk, Meta Krüger, Bonne Zijlstra & Monique Volman. (2019) Teachers' role in stimulating students’ inquiry habit of mind in primary schools. Teaching and Teacher Education 86, pages 102894.
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Lidewij van Katwijk, Amanda Berry, Ellen Jansen & Klaas van Veen. (2019) “It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers. Teaching and Teacher Education 86, pages 102868.
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Judith Amels, Meta Krüger, Cor Suhre & Klaas van Veen. (2019) Impact of inquiry-based working on the capacity to change in primary education. Journal of Educational Change 20:3, pages 351-374.
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Lisette Uiterwijk-Luijk, Meta Krüger & Monique Volman. (2017) Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers. Educational Management Administration & Leadership 47:3, pages 475-497.
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