An Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievement

Date
2020
Authors
Turner-Adams, H
Wilson, A
Jesson, R
Supervisor
Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
The New Zealand Annual Review of Education Te Arotake a Tau o Te Ao o te Matauranga i Aotearoa (NZAROE), Department of Education, Victoria University of Wellington
Abstract

This review investigated the impact of teacher inquiry on student achievement and identified characteristics of effective inquiry.  We first explore the theoretical underpinning inquiry research and then discuss studies that demonstrated an association between an inquiry and student achievement shifts. Effective teacher inquiries had a focus on student achievement, sufficient time, teacher engagement and collaboration, external expertise, and leaders’ support. When the aspects above were present, the potential for the intervention to demonstrate positive shifts in student achievement increased. Barriers to effective inquiry are also suggested. The review concludes with implications and recommendations for future research studies.

Description
Keywords
Teacher inquiry; Practitioner research; Action research; Teacher professional development; Student achievement
Source
The New Zealand Annual Review of Education, Vol. 24 (2019)
Rights statement
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