Teacher Inquiry Networks

What Are Teacher Inquiry Networks?

Teacher inquiry networks provide a teacher-centered approach to improving professional practice and building virtual networks of teachers. Teacher inquiry networks go beyond traditional teacher inquiry approaches by building and sustaining professional connections and relationships through ongoing inquiry in digital spaces. In these teacher inquiry spaces, teachers engage in collaborative inquiry about issues of practice to improve instruction and develop knowledge in a systematic and intentional way.

My work on teacher inquiry networks has included explorations of the theoretical and epistemological foundations of teacher inquiry, evaluations of the effectiveness of the network model, and publications that share the teaching practices developed by teachers through teacher inquiry networks. To explore more about these topics, view my Publications.

Past Teacher Inquiry Programs

Below are a sample of past teacher inquiry program topics. Click any program title to show a description of the program.

Teaching Through Instability

During the Covid-19 pandemic, there has been a great deal of instability that has come in many different forms: coping with a pandemic, uncertainty about school openings and closings, transitions to online and blended instructional models, illness and death in families, increased mental health needs, and more. This program explores how teachers can manage all of these different forms of instability in their professional lives. This group will consider questions like: How do teachers manage instability? How do teachers stay grounded, and plan meaningful learning amidst change and uncertainty? How can teachers support students as they face instability in their own learning and lives? Participants in this program will collaboratively explore these topics to work toward better understandings of how teachers can adapt their practice to respond to instability in any of these forms.

Online Learning for Grades PK-5

The Covid-19 pandemic led to a sudden and unexpected shift to online learning in the United States and across the world. For teachers in early childhood and elementary classrooms, there is currently limited guidance from research on how to best teach and support learning for young children online. This program explores how teachers can effectively teach early childhood and elementary learners through online platforms. Participants will refine practices for teaching and supporting learning in these new contexts, and will consider specific issues resulting from the sudden transition to online learning in response to Covid-19.

Multilingualism in the Classroom

Multilingual children’s language development is influenced by the quantity, diversity, and sophistication of the language practices used by their teachers in school. Though teachers’ language choices can play a key role in children’s language development, little attention has been given to identifying effective multilingual language practices for teachers. This program explores how multilingual teachers can use their languages to support learning in the early childhood and elementary classroom. This program focuses on understanding and planning instruction that uses multiple language to support the success of both monolingual and multilingual children.

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