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

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aut.relation.endpage41
aut.relation.journalThe New Zealand Annual Review of Educationen_NZ
aut.relation.startpage21
aut.relation.volume24en_NZ
aut.researcherTurner-Adams, Hana
dc.contributor.authorTurner-Adams, Hen_NZ
dc.contributor.authorWilson, Aen_NZ
dc.contributor.authorJesson, Ren_NZ
dc.date.accessioned2021-05-18T00:13:12Z
dc.date.available2021-05-18T00:13:12Z
dc.date.copyright2020en_NZ
dc.date.issued2020en_NZ
dc.description.abstractThis 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.en_NZ
dc.identifier.citationThe New Zealand Annual Review of Education, Vol. 24 (2019)
dc.identifier.doi10.26686/nzaroe.v24i0.6331en_NZ
dc.identifier.issn1171-3283en_NZ
dc.identifier.issn1178-3311en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/14192
dc.publisherThe 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 Wellingtonen_NZ
dc.relation.urihttps://ojs.victoria.ac.nz/nzaroe/article/view/6331
dc.rightsNZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that: Articles are placed in repositories after publication. Metadata about articles include the DOI and journal issue information.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectTeacher inquiry; Practitioner research; Action research; Teacher professional development; Student achievement
dc.titleAn Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievementen_NZ
dc.typeJournal Article
pubs.elements-id372112
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Culture & Society
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/Teacher Education
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