You are here

Teacher inquiry through impact projects: One school’s journey

Gail Colby and Mary F. Hill

This article reports an empirical study that investigated the effects of embedding teacher inquiry as an everyday practice within one primary school. After describing how the school implemented and sustained inquiry as part of teachers’ everyday work, the article outlines the impact undertaking such projects had on the teachers at this school. While there are challenges in sustaining a research culture within their busy lives, the teachers’ evidence in this study supports current thinking that research-informed and inquiry-minded practitioners are more likely to be reflective and responsive, constantly seeking to enhance learning for all their students.

PDF icon Errata 28 July 20166.98 KB
Journal issue: 

Purchase the full text of this article