Collaborative Inquiry and Vertical Team Teaching: Implications for Literacy Instruction

Abstract

The purpose of this collective case study was to explore the resultant effects of vertical team teaching and collaborative inquiry on elementary (Grade 8) and secondary (Grade 9) educators' literacy instructional and assessment practices. Key elements of the program included collaborative inquiry and vertical team teaching. The findings of this case study provide professional learning suggestions for teachers, administrators, consultants, support staff, and district and state administrators that aim to improve future transition programs and literacy supports.

Notes

¹ In Ontario, Canada, the elementary and secondary grade levels are subcategorized into the following four divisions: Primary (junior kindergarten to Grade 3), Junior (Grades 4–6), Intermediate (Grades 7–10), and Senior (Grades 11–12).

² In this study, a family of schools consisted of a secondary school and their associated feeder elementary schools.

³ In Ontario, Canada, ability streaming is the process of separating secondary students into two broad tracks: technical/vocational programs (applied) and university-entrance programs (Academic).

⁴ In Ontario, Canada, locally developed classrooms comprise students whose skills in Mathematics, English, and Science are not sufficient for them to be successful in applied or academic courses.