Critical Inquiry for School Renewal: Liberating Theory and Practice

Sirotnik, Kenneth A.; Oakes, Jeannie

doi:10.1007/978-94-009-4229-5_1

Cited by 27 publications

(6 citation statements)

References 41 publications

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“…Districts would be well advised to train prin-cipals in how to engage their teaching staff in critical inquiry about reform and in how to carefully evaluate school-level data. According to Sirotnik and Oakes (1986), this inquiry process should ideally be characterized by "free exploration, honest exchange, and non-manipulative discussion of existing and deliberately generated knowledge in light of critical questions like: What goes on in this school? Who benefits from the way things are?"…”

Section: Discussionmentioning

confidence: 99%

Power and Politics in the Adoption of School Reform Models

Datnow

2000

Educational Evaluation and Policy Analysis

104

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States, districts, and schools are promoting and attempting whole school improvement through the use of externally developed reform designs. This article examines how and why schools adopt reforms and the consequences of those processes for reform implementation and sustainability. Case study data are presented on 22 schools, and three types of reform adoption processes are discussed: (a) districts encouraging schools to choose among a set of reforms; (b) districts pushing schools to adopt a particular reform; and (c) principals bringing reform designs to their schools. In no case did the impetus for reform adoption arise among teachers in these schools. Because a hierarchical approach is evident in each of these reform adoption scenarios, data are analyzed in terms of a micropolitical perspective. Findings show that the power relations surrounding reform adoption often thwarted genuine initial buy-in and interest in change among local educators, as well as, in some cases, their subsequent implementation efforts. Educators often also had varying perspectives on how the adoption process occurred, suggesting differences in perspective on the reform itself. Recommendations for how the reform adoption process could be improved are discussed.

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Section: Discussionmentioning

confidence: 99%

Power and Politics in the Adoption of School Reform Models

Datnow

2000

Educational Evaluation and Policy Analysis

104

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“…Another key to the implementation of such a reform concerns values and commitment. A successful equity-minded reform, such as the one described in this article, depends on school leaders' willingness to challenge longstanding practices and assumptions (Sirotnik & Oakes, 1986). Within the district there were shifts in beliefs, curriculum, pedagogy and school culture, changes that accompanied the mechanics of detracking and that educators at the school have seen as essential to the growth in both Regents and IB diplomas.…”

Section: Limitations Of the Studymentioning

confidence: 98%

Accountability, Rigor, and Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal Good for All Students

Burris

Welner

Murphy

2008

Teachers College Record: The Voice of Scholarship in Education

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Background This longitudinal study examines the long-term effects on the achievement of students at a diverse suburban high school after all students were given accelerated mathematics in a detracked middle school as well as ninth-grade ‘high-track’ curriculum in all subjects in heterogeneously grouped classes. Despite considerable research indicating the ineffectiveness and inequities of ability grouping, the practice is still found in most American high schools. Research indicates that high-track classes bring students an academic benefit while low-track classes are associated with lower subsequent achievement. Corresponding research demonstrates that tracks stratify students by race and class, with African American, Latino and students from low-socioeconomic households being dramatically over-represented in low-track classes and under-represented in high-track classes. Purpose In light of increasing pressure to hold all students to high learning standards, educators and researchers are examining policy decisions, such as tracking, in order to determine their relationship to student achievement. Design This study used a quasi-experimental cohort design to compare pre- and post-reform success in the earning of the New York State Regents diploma and the diploma of the International Baccalaureate. Data Analysis Using binary logistic regression analysis, the authors found that there was a statistically significant post-reform increase in the probability of students earning these standards-based diplomas. Being a member of a detracked cohort was associated with an increase of roughly 70% in the odds of IB diploma attainment and a much greater increase in the odds of Regents diploma attainment – ranging from a three-fold increase for White or Asian students, to a five-fold increase for African American or Latino students who were eligible to receive free or reduced-price lunch, to a 26-fold increase for African American or Latino students not eligible for free or reduced-price lunch. Further, even as the enrollment in International Baccalaureate classes increased, average scores remained high. Conclusion The authors conclude that if a detracking reform includes high expectations for all students, sufficient resources and a commitment to the belief that students can achieve when they have access to enriched curriculum, it can be an effective strategy to help students reach high learning standards.

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“…Critical inquiry is a concept that was founded with the integration of the inquirybased learning method and critical theory [14]. This term 'critical inquiry' was first mentioned by Sirotnik [15]. This includes using personal thinking, debate, decision making, practice and assessment, scientific evidence-based analysis, interpretation, and review [16].…”

Section: Critical Inquiry Learningmentioning

confidence: 99%

A Development of the Flipped Learning Model Using the Critical Inquiry Process to Enhance Research Skills

Kaeophanuek

Chookerd

2021

Int. J. Interact. Mob. Technol.

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Flipped Classroom’ has become more popular in higher education for encouraging self-learning enthusiasm. This research aims to propose a learning process model of flipped classroom to develop research skill by applying critical inquiry theory in the instructional design to develop thinking, finding answer and research skills which are the key competency for conducting a research. The research methodology was divided into two phases: the first phase included literature review to develop the learning process model, the second phase included learning model suitability evaluation by expert. The results showed that experts have strongly agreed with the learning model. We anticipate that our flipped classroom model which has divided into 3 phase included <br /> pre-class, in-class and after-class phases with the addition of thinking skill development activity by using critical inquiry technics could be used for reference for teachers on planning and implementing instructional activities to enhance the research skill of undergraduate students

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Critical Inquiry for School Renewal: Liberating Theory and Practice

Cited by 27 publications

References 41 publications

Power and Politics in the Adoption of School Reform Models

Power and Politics in the Adoption of School Reform Models

Accountability, Rigor, and Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal Good for All Students

A Development of the Flipped Learning Model Using the Critical Inquiry Process to Enhance Research Skills

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