Turner-Adams, HWilson, AJesson, R2021-05-182021-05-1820202020The New Zealand Annual Review of Education, Vol. 24 (2019)1171-32831178-3311https://hdl.handle.net/10292/14192This 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.NZAROE 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.Teacher inquiry; Practitioner research; Action research; Teacher professional development; Student achievementJournal ArticleOpenAccess10.26686/nzaroe.v24i0.6331