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Journal of In-Service Education Volume 33, 2007 - Issue 1
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Original Articles

Collaborative inquiry among science and mathematics teachers in the USA: professional learning experiences through cross‐grade, cross‐discipline dialogue

Tamara Holmlund Nelson Washington State University, USACorrespondence[email protected]
&
David Slavit Washington State University, USA
Pages 23-39 | Published online: 04 Feb 2007

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Ekram Dehghani, Ehsan Rezvani & Bahram Hadian. (2023) The role of collaborative inquiry in Iranian EFL teachers’ reflective teaching: the case of teaching experience. Reflective Practice 24:4, pages 543-558.
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Kim Schildkamp & Amanda Datnow. (2022) When Data Teams Struggle: Learning from Less Successful Data Use Efforts. Leadership and Policy in Schools 21:2, pages 147-166.
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Victoria Wong & Justin Dillon. (2020) Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools. Research in Science & Technological Education 38:4, pages 396-416.
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Selçuk Dogan & Alyson Adams. (2020) Augmenting the effect of professional development on effective instruction through professional communities. Teachers and Teaching 26:3-4, pages 326-349.
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Kim Schildkamp, Maaike Smit & Ulf Blossing. (2019) Professional Development in the Use of Data: From Data to Knowledge in Data Teams. Scandinavian Journal of Educational Research 63:3, pages 393-411.
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Selcuk Doğan & Alyson Adams. (2018) Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School Effectiveness and School Improvement 29:4, pages 634-659.
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Kristy S. Cooper. (2018) Using affective data in urban high schools: can we equalize the graduation rate?. International Journal of Leadership in Education 21:1, pages 104-121.
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Michael Ryan, Monica Taylor, Amanda Barone, Leslie Della Pesca, Sona Durgana, Kelly Ostrowski, Tonianne Piccirillo & Kelly Pikaard. (2017) Teacher as Researcher, Teacher as Scholar, and Teacher as Leader. The New Educator 13:2, pages 102-116.
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Kim Schildkamp, Cindy Poortman, Hans Luyten & Johanna Ebbeler. (2017) Factors promoting and hindering data-based decision making in schools. School Effectiveness and School Improvement 28:2, pages 242-258.
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Selcuk Dogan, Rose Pringle & Jennifer Mesa. (2016) The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review. Professional Development in Education 42:4, pages 569-588.
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Florentia Loizou. (2016) Changes in teaching in order to help students with learning difficulties improve in Cypriot primary classes. Education 3-13 44:4, pages 371-390.
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Kim Schildkamp, Cindy L. Poortman & Adam Handelzalts. (2016) Data teams for school improvement. School Effectiveness and School Improvement 27:2, pages 228-254.
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Jeffrey Paul Carpenter. (2016) Unconference professional development: Edcamp participant perceptions and motivations for attendance. Professional Development in Education 42:1, pages 78-99.
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Christopher DeLuca, Jason Shulha, Ulemu Luhanga, Lyn M. Shulha, Theodore M. Christou & Don A. Klinger. (2015) Collaborative inquiry as a professional learning structure for educators: a scoping review. Professional Development in Education 41:4, pages 640-670.
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Florentia Loizou. (2015) Revised curriculum in the Cypriot primary school: how to overcome the espoused level of change. Teacher Development 19:2, pages 226-245.
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Mary Ioannidou-Koutselini & Frosoula Patsalidou. (2015) Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research 23:2, pages 124-139.
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Florentia Loizou. (2014) Organisational conditions to boost or limit professional development in the Cypriot primary school. Education 3-13 42:2, pages 171-189.
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Desirae E. Krell & Nancy Fichtman Dana. (2012) Facilitating action research: a study of coaches, their experiences, and their reflections on leading teachers in the process of practitioner inquiry. Professional Development in Education 38:5, pages 827-844.
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Cynthia E. Coburn & Erica O. Turner. (2011) Research on Data Use: A Framework and Analysis. Measurement: Interdisciplinary Research and Perspectives 9:4, pages 173-206.
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Patricia S. Moyer‐Packenham, Johnna J. Bolyard, Hana Oh & Nancy Irby Cerar. (2011) Common features of professional development activities for mathematics and science teachers. Professional Development in Education 37:4, pages 571-589.
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Philip Poekert. (2011) The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school. Professional Development in Education 37:1, pages 19-38.
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Sylvia Yee Fan Tang, Pamela Pui Wan Leung, Alice Wai Kwan Chow & Ping Man Wong. (2010) A case study of teacher learning in an assessment for learning project in Hong Kong. Professional Development in Education 36:4, pages 621-636.
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Janet Hart Frost, TariqT. Akmal & JoanU. Kingrey. (2010) Planning teacher professional development: the struggles and successes of an inter‐organizational collaboration. Professional Development in Education 36:4, pages 581-595.
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Jason Margolis & Angie Deuel. (2009) Teacher Leaders in Action: Motivation, Morality, and Money. Leadership and Policy in Schools 8:3, pages 264-286.
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Articles from other publishers (13)

Elisa Calcagni, Farah Ahmed, Ana Laura Trigo-Clapés, Ruth Kershner & Sara Hennessy. (2023) Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach. Teaching and Teacher Education 126, pages 104067.
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Kassahun Weldemariam, Angel Chan, Ingrid Engdahl, Ingrid Pramling Samuelsson, Timothy Chepkwesi Katiba, Tewodros Habte & Roland Muchanga. (2022) Care and Social Sustainability in Early Childhood Education: Transnational Perspectives. Sustainability 14:9, pages 4952.
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Katja Maass, Michèle Artigue, Hugh Burkhardt, Michiel Doorman, Lyn D. English, Vincent Geiger, Konrad Krainer, Despina Potari & Alan Schoenfeld. 2022. Initiationen mathematikdidaktischer Forschung. Initiationen mathematikdidaktischer Forschung 31 50 .
Jose-Manuel Diego-Mantecón, Zaira Ortiz-Laso & Teresa F. Blanco. 2022. Mathematics Education in the Age of Artificial Intelligence. Mathematics Education in the Age of Artificial Intelligence 399 415 .
Chrissavgi Triantafillou, Giorgos Psycharis, Despina Potari, Dionysia Bakogianni & Vasiliki Spiliotopoulou. (2021) Teacher Educators’ Activity Aiming to Support Inquiry Through Mathematics and Science Teacher Collaboration. International Journal of Science and Mathematics Education 19:S1, pages 21-37.
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Susannah C. Davis & Charles A. Peck. (2020) Using Data for Program Improvement in Teacher Education: A Study of Promising Practices. Teachers College Record: The Voice of Scholarship in Education 122:3, pages 1-48.
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Antonia Larraín, Consuelo Moreno, Valeska Grau, Paulina Freire, Ignacia Salvat, Patricia López & Maximiliano Silva. (2017) Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study. Teaching and Teacher Education 67, pages 522-537.
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Arthur Bakker, Jantien Smit & Rupert Wegerif. (2015) Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM 47:7, pages 1047-1065.
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Nancy Fichtman Dana, Desi Krell & Rachel Wolkenhauer. 2014. Adult and Continuing Education. Adult and Continuing Education 1928 1945 .
Jon Mason. 2014. Educating in Dialog. Educating in Dialog 51 74 .
Nancy Fichtman Dana, Desi Krell & Rachel Wolkenhauer. 2013. Teacher Education Programs and Online Learning Tools. Teacher Education Programs and Online Learning Tools 357 374 .
Tamara Holmlund Nelson. (2008) Teachers' collaborative inquiry and professional growth: Should we be optimistic?. Science Education 93:3, pages 548-580.
Crossref
Tamara Holmlund Nelson, David Slavit, Mart PerkinsTom Hathorn. (2022) A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities. Teachers College Record: The Voice of Scholarship in Education 110:6, pages 1269-1303.
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