Analysis Of Stanley 's Teaching With Sharp 's Idea Of Establishing Communities Of Inquiry

Practitioner inquiry advances student learning by improving teaching practice. Improving teaching practice is crucial, as the quality of teaching is “the most significant within-school factor influencing pupil performance” (Darling-Hammond et al., 2005, Hattie, 2009, McKinsey & Co., 2007, all cited in Menter, Elliot, Hulme, Lewin & Lowden 2011, p.14). Without disciplined examination, lessons from teaching experiences can pass by unnoticed (Shulman, 2005, cited in Menter et al, 2011, p.19). Inquiry helps teachers improve the quality of their teaching by focussing reflections on specific questions, giving teachers an opportunity to understand their practice better, evaluate its effectiveness and identify alternatives or improvements (McLaughin, Hawkins, McIntyre, 2004, cited by General Teaching Council for Scotland, 2016). Inquiry encourages the sort of reflective practice that may lead to a more formalised and systemic inquiry based around research questions (Menter et al, 2011). As such, practitioner inquiry allows teachers to drive their own processional learning.

Edmundson, Mark. "On the Uses of a Liberal Education." From Inquiry to Academic Writing: A Text and a Reader. Ed. Stuart Greene and April Lidindsky. Bedford/ St. Martin’s: New York, 2008. 322-337. Print

The first amendment, the right of freedom of speech is one of the most important classic fantasy to almost anyone living in the United States, building the foundation of our nation. This right gives us plenty of different opportunities to express our opinions and political viewpoints on any issues in America. But it comes with a price, people have been protesting multiple different events trying to prevent people from expressing opposing opinions or political viewpoints on that has issues in America. For the minority of people, expressing a different opinion should be protected no matter how controversial or insensitive it may be.

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

In causes and consequences, Robinson reflected on how and why she decided to become a teacher. She stated that she never wanted to be a teacher. She started as a social worker in youth services. However, because she wanted to contribute to youth development, she decided to join the teaching profession to assist youth before they become a statistic. Additionally, she argues that teachers make all professions and because of the important role that teachers play in the life of future generations, she wanted to contribute to a better tomorrow. She states, “How can we not give all of ourselves, our intellect and our talents to this work? After all, it is our current students whom we will be voting for in a future presidential election, who will care for us when we're ill and who will educate our grandchildren.”

From the article entitled Catholic Social Teaching – Convictions and Connections by Russell Connors (Catherine Core Reader, 2011)

Whilst at Rochester, Rogers was influenced by the work of Jessie Taft and Elizabeth Davies both students of Otto Rank, he linked Rank’s work to the idea’s of William H. Kilpatrick, with whom he studied philosophy of Education at Teachers college and John Dewey who said :-

He gave those two emails as a contrasting example for his discussion. Some will agree in favor of those policies and some would not. Some will say that it would help students to learn and improve their thinking; however, some will say that collaboration and help are essential tools for schooling matters.

During the week 6 panel discussion, four educators shared their experience of engaging with educational inquiry and embarking their educational research to inform, improve and shape their practice. As an early childhood teacher, I found that I resonated with Amanda Niland’s action research the most.

Ray Bacchetti believes public schools support conversations with differing viewpoints that further a student’s support for an ideal or challenges it (Koonce, 2015).

Describe how you think this debate engaged with the course readings.  Do you think the debaters dealt with the substance of the readings? How could they have improved their use of the course readings while debating?  As you answer these questions, be sure to describe the central thesis of each of the course readings and how the debate topic and arguments related to those theses. Excellent answers will directly quote the course readings. (15pts)

Examining others can provide for great introspection, which allows for the constant personal reflection needed in the education field. Having the opportunity to observe the onlookers' behavior in response to

As educators, we regularly take an action and considering the impact of the action. Then we analysing the results of the action by reflecting upon it and critically evaluate our professional knowledge and the effectiveness of our teaching. Further, we are altering and revising conceptions and planning following reflection. Finally, we are implementing these plans in further actions. In this process, teachers work collaboratively with other members of the profession and engage in discussion of contemporary issues and research to improve professional practice. Many educators are involved with praxis but it often isn’t part of their vocabulary. Without knowing the concept (inquiry as praxis),

The chance to draw parallels, between philosophers such as John Locke with educational writers such as Howard Gardner, is important in our ever-evolving educational landscape. This program allows educators the opportunity to consider multiple perspectives in education. Exposing teachers to a variety of high quality writings creates dynamic and dimensional professionals. This type of study reduces the likelihood that a static style of teaching will be perpetuated. It provides an alterative to

Furthermore, Huddleston and Unwin (2008) p85 uses diversity and change in their research. “Where will I teach” and “who will I teach“. Furthermore, that “adult teach and learn in one another’s company, they find themselves engaged in a challenging, passionate and creative activity“, and that “acts of teaching and learning - the creation and alteration of our beliefs, value, action, relationships, and social forms that result from this - are ways in which we realise our humanity”.