Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry

Butler, Deborah L.; Schnellert, Leyton; MacNeil, Kimberley

doi:10.1007/s10833-014-9227-z

Cited by 64 publications

(45 citation statements)

References 45 publications

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“…Still, we support those who argue that it is necessary for the 21st century teaching professional to be able to handle student data and to use these data for professional development and to improve student learning (e.g. Butler, Schneller & MacNeil, 2015). We believe the TISL Heart offers a model and method that can be used to introduce these ideas during teacher education, in particular because it is more than a theoretical model and incorporates current practice in the use of student data.…”

Section: Discussionsupporting

confidence: 67%

“…Thus, the next step was a final transformation to operationalise the model into a teacher inquiry model that is generalisable and useful for teachers interested in intentionally improving their practice. The result is the TISL Heart; see Literature within the field suggests that the formulation of a question is key to the teacher inquiry process, and that the question is rooted in practice (Rust, 2009;Butler, Schneller & MacNeil, 2015), and focused on student learning. For example, Butler et al (2015) found that 'while the vast majority of teachers reported learning through collaborative inquiry, their commitment seemed strongest when they focused, not directly on themselves as learners, but on achieving improved outcomes for students' (p. 5).…”

Section: The Joint Teacher-practice Modelmentioning

confidence: 99%

“…The result is the TISL Heart; see Literature within the field suggests that the formulation of a question is key to the teacher inquiry process, and that the question is rooted in practice (Rust, 2009;Butler, Schneller & MacNeil, 2015), and focused on student learning. For example, Butler et al (2015) found that 'while the vast majority of teachers reported learning through collaborative inquiry, their commitment seemed strongest when they focused, not directly on themselves as learners, but on achieving improved outcomes for students' (p. 5). In order to capture this, the TISL Heart begins with the Kick-off, which is when a teacher first identifies the issues related to student learning in which s/he is interested.…”

Section: The Joint Teacher-practice Modelmentioning

confidence: 99%

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Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

Hansen¹,

Wasson²

2016

NJDL

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Researchers have recently been calling for new models of teacher education and professional development for the 21st century. Teacher inquiry, where the teacher's own practice is under investigation, can be seen both as a way to improve day-to-day teaching in the classroom and as professional development for teachers. As such, it should also have a role in teacher education. In this article, we present the iterative development of the TISL Heart, a theory-practice model and method of teacher inquiry into student learning, which has a particular emphasis on the use of student results generated in the information and technology-rich classroom. This article proposes that this practice-near model is particularly relevant for teacher education, as it draws upon existing practices in using student data at a progressive school that focuses on the use of technology to enhance student learning. The article concludes by discussing the implications for its role in teacher education, particularly related to data literacy and its use in teaching.

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Section: Discussionsupporting

confidence: 67%

Section: The Joint Teacher-practice Modelmentioning

confidence: 99%

Section: The Joint Teacher-practice Modelmentioning

confidence: 99%

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Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

Hansen¹,

Wasson²

2016

NJDL

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“…This 5-year National Science Foundation (NSF) funded project uses Butler and Cartier's SRL model [9]- [11] that involves six central features that interact with each other: (1) layers of context; (2) what individuals bring; (3) mediating variables; (4) task interpretation and personal objectives; (5) self-regulating strategies; and (6) cognitive strategies.…”

Section: ) What Is Self-regulation?mentioning

confidence: 99%

Board # 83 : Students’ Self-Regulation in Senior Capstone Design Projects

Lawanto

Febrian

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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He received his bachelor and master degree in computer science (CS) from Universitas Indonesia, one of the top university in Indonesia. He was an active student who involved in various activities, such as research, teaching assistantship, and student organizations in the campus. He developed various CS skills through courses and research activities, especially in computer architecture, robotics, and web development. Through being a teaching assistant and joining student organizations, he developed an interest in psychology and Affective Computing. Currently, pursuing the Doctoral degree in Engineering Education at Utah State University with focuses in self-regulated learning in engineering design.c American Society for Engineering Education, 2017 Students' Self-Regulation in Senior Capstone Design Projects Abstract Self-regulation is defined broadly as a complex repository of knowledge and skills for planning, implementing, monitoring, evaluating, and continually improving the learning process. Studies have found that consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving, particularly when unraveling ill-structured problems such as engineering design. The major aim of this five-year research project is to study the self-regulated learning (SRL) activities of college seniors engaged in a capstone engineering design project. This project is grounded in Butler and Cartier's SRL model, which describes the interplay between affect, motivation, cognition, and metacognition within academic engineering design activities. Dym & Little's design process model was also used as sensitizing theoretical framework. Specific objectives of the research activities in this project are to (1) Build research protocols and tools for studying student selfregulation; (2) Describe the self-regulation strategies in which students engage during engineering design processes and project management; (3) Strengthen educational practices through the development of activities to communicate the role of self-regulation in design to engineering educators and students. At present time, the project has successfully completed the first two objectives; however, the qualitative data analyses are not yet finished. Moreover, a teaching guide and workshop to strengthen engineering design practices by promoting the role of self-regulation to engineering educators and students are currently developed. 1) What is Self-Regulation?This five-year project studies the self-regulated learning (SRL) activities of college seniors engaged in a capstone engineering design project. The project is currently at its final year and it is not yet finished. Some qualitative data analysis and educational activities are not yet fully completed. Therefore, the researcher will request an extension for the project for one more year.Self-regulated learning (SRL), or self-regulation, is defined broadly as a complex repository of knowledge and skills for planning, implementi...

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“…In this study, SRL is defined as a "complex, dynamic, and situated learning process" (p.1) [11]. We use Butler and Cartier's SRL in-context model [35]- [37] to frame this study; Figure 1 illustrates this model. The model describes SRL as the interaction between learner's knowledge, learning environment, and learner's engagement (i.e., emotion, motivation, and iterative cycle of strategic action).…”

Section: Self-regulated Learningmentioning

confidence: 99%

Students' Self-regulation in a Senior Capstone Design Context: A Comparison Between Mechanical and Biological Engineering Design Projects

Febrian¹,

Lawanto²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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He received his bachelor and master degree in computer science (CS) from Universitas Indonesia, one of the top university in Indonesia. He was an active student who involved in various activities, such as research, teaching assistantship, and student organizations in the campus. He developed various CS skills through courses and research activities, especially in computer architecture, robotics, and web development. Through being a teaching assistant and joining student organizations, he developed an interest in psychology and Affective Computing. Currently, pursuing the Doctoral degree in Engineering Education at Utah State University with focuses in self-regulated learning in engineering design. Self-regulated learning (SRL), which is often called self-regulation, is a complex repository of knowledge and skills for planning, implementing, monitoring, evaluating, and continually improving the learning process. Studies suggest that the recursive, dynamic, multidirectional, and complex nature of self-regulated learning always occur in a context. This study intent to learn about the influence of contexts on students' self-regulation during the Capstone design course by comparing the biological engineering (BE) and the mechanical & aerospace engineering (MAE) students' self-regulation activities. We recruited four senior student groups. They worked in four different Capstone design projects at a public university in the mountain west of the United States of America. Two groups were recruited from the BE department, and another two groups were recruited from the MAE department. Various qualitative and quantitative data was collected. The analyses were framed using Butler & Cartier's model of self-regulation in context and Dym & Little's prescriptive design process frameworks. Four engineering experts, two from each respective engineering discipline, were recruited to help code the design process. The interrater agreement yields an almost perfect agreement. Additionally, the data was also coded based on SRL constructs. Our findings suggest that all groups shared numerous similarities in regulating their activities throughout the design process and project management. Any dissimilarities found were due to the nature of the sub-discipline, problem, design, and team.

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Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry

Cited by 64 publications

References 45 publications

Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

Board # 83 : Students’ Self-Regulation in Senior Capstone Design Projects

Students' Self-regulation in a Senior Capstone Design Context: A Comparison Between Mechanical and Biological Engineering Design Projects

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