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Inquiry Methods (inquiry + methods)
Selected AbstractsUsing appreciative inquiry to guide an evaluation of the International Women's Media Foundation Africa programNEW DIRECTIONS FOR EVALUATION, Issue 100 2003Tessie Tzavaras Catsambas This chapter describes how Appreciative Inquiry methods were used to focus the evaluation of an international nonprofit organization's Africa-based center, develop interview guides and a questionnaire, engender trust, and maximize utilization of results. [source] Incorporating appreciative inquiry methods to evaluate a youth development programNEW DIRECTIONS FOR EVALUATION, Issue 100 2003Dawn Hanson Smart This chapter presents a case study that used Appreciative Inquiry techniques in conjunction with conventional evaluation methods. It discusses the benefits of using Appreciative Inquiry methods and issues the evaluators encountered. [source] The influence of core teaching conceptions on teachers' use of inquiry teaching practicesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Christine Lotter This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case,study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318,1347, 2007 [source] Incorporating appreciative inquiry methods to evaluate a youth development programNEW DIRECTIONS FOR EVALUATION, Issue 100 2003Dawn Hanson Smart This chapter presents a case study that used Appreciative Inquiry techniques in conjunction with conventional evaluation methods. It discusses the benefits of using Appreciative Inquiry methods and issues the evaluators encountered. [source] |