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This research integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students' goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling's T2, analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being. [ABSTRACT FROM AUTHOR]

Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among 57 course participants to explore the potential impact of the course on participants' agency and investigated which role the motives to join the course had on participants' agency dynamics. Data were collected with questionnaires. The results showed that participants' agency was supported to some degree during the collaborative inquiry-based in-service training course, teachers' motives to join the course were somewhat related to professional agency dynamics. [ABSTRACT FROM AUTHOR]

In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector. [ABSTRACT FROM AUTHOR]

Abstract: In this paper, we contend that there are two ways of arguing, namely sincere and insincere arguing. We draw such a distinction, based on the felicity conditions of the complex speech act of arguing as modelled in van Eemeren and Grootendorst’s pragma-dialectical approach. We introduce a conversa-tional setting, which contains a speech act of arguing that does not count as in-sincere arguing, while being a sui gene-ris form of sincere arguing. We desig-nate it as “cooperative inquiry”. Finally, we show that argument evaluation plays a key role in determining whether an in-stance of arguing counts as either argu-ing sincerely or insincerely. Résumé: Dans cet article, nous affir-mons qu’il existe deux manières d’argu-menter, à savoir l’argumentation sincère et l’argumentation non sincère. Nous établissons une telle distinction, basée sur les conditions de félicité de l’acte de parole complexe consistant à argu-menter, tel que modélisé dans l’ap-proche pragma-dialectique de van Eemeren et Grootendorst. Nous intro-duisons un cadre conversationnel, qui contient un acte de parole d'argumenta-tion qui n'est pas considéré comme une argumentation non sincère, tout en étant une forme sui generis d'argumentation sincère. Nous la désignons comme « enquête coopérative ». Enfin, nous montrons que l’évaluation des argu-ments joue un rôle clé pour déterminer si un cas d’argumentation compte comme une argumentation sincère ou non.

The lifestyle and consumption habits of individuals are crucial in the question of ecological sustainability. Current consumption patterns need to be changed, requiring societies to shift cultural norms and create new consumer habits which are within planetary boundaries. In the practices of teaching sustainable consumption in higher education participatory and action-oriented research and teaching methods can facilitate the transition towards a more sustainable lifestyle for students. In this paper, we present a method operating at the boundary of education and research, the so-called ecoclubs, based on the characteristics of cooperative inquiry and transformative learning. Ecoclubs enable systematic and democratic knowledge creation to achieve concrete social change. In this paper, we explore how the method can promote transformation in the knowledge, attitude and everyday practices of the participating students regarding a sustainable lifestyle. To analyse the transformative potential of ecoclubs we used qualitative content analysis on 38 semi-structured interviews and reflection diaries of co-researchers of ecoclubs. The results show that according to the members of the ecoclubs, the most important characteristics of this non-formal education are the community, autonomy of decision-making, knowledge sharing and experience-based format. From the students' point of view, these characteristics can contribute to their higher level of engagement with sustainability and additional changes in their lifestyle.

This article describes how, the authors, as members of an action research writing group, responded to a comment about feeling vulnerable in risking bringing their work-in-progress to the group and in giving feedback to colleagues by adopting a cooperative inquiry approach to explore vulnerability and risk in the group. In cooperative inquiry group members act as both co-researcher and co-subject in the inquiry and action. The article describes the evolution of the group and how the topic of exploring risk and vulnerability emerged. The group's exploration is grounded in the theory and practice of cooperative inquiry that gives voice to the group members questioning and reflecting. The article concludes by offering three propositions to enhance the work of writing groups. [ABSTRACT FROM AUTHOR]

Demands to re-embed coaching into its larger social context of operation have generated calls to better document the political aspects of this human learning and development process. To address this critical social turn, this empirical article explores the reframing by practitioners of their understanding of coaching practice, using a Freirean lens of oppression and emancipation. The study consists of a 9-month co-operative inquiry with a group of Egyptian practitioners engaged in a praxis comprising initial training and subsequent cycles of action and reflexive workshops about their coaching sessions. Our study found that a Freire inspired praxis led coaches to develop a dialectical understanding of oppression – moving from conflicting dichotomies to a dynamic view, which has implications for their attitude to and role in coaching. We discuss how the resulting politicization allowed the reframing of coaching as a social practice. [ABSTRACT FROM AUTHOR]

Internationally, COVID-19 has forced educational reform and disrupted already strained social work field education systems. This inquiry began pre-pandemic, responding to placement scarcity, which was only exacerbated by the pandemic as agencies migrated to online service delivery and universities responded to sudden placement cancellations. Educators found themselves navigating two interlinked global trends: 1) workplace learning that was changing radically; and 2) the immediate need to identify and develop placement opportunities. This article presents themes from a co-operative inquiry that interrogated four innovative international placement scenarios from Australia, Canada, Ireland, and New Zealand, highlighting enablers, markers, and aspects of quality learning. The four exemplars evidence the pedagogical challenges and opportunities presented by placement innovation and online learning. These placements reveal how tensions regarding placement scarcity, rapid placement innovation, and the concurrent need to mitigate risk while preserving placement quality were managed. The authors propose that creativity and innovation guided by well-articulated educational principles, learning outcomes, and pedagogical practices, promote the construction of quality placements that transcend potential risks. The challenge moving forward is upholding contemporary approaches to placement teaching and learning that ensure social work students' acquisition of professional knowledge, values and skills that are necessary for practice. [ABSTRACT FROM AUTHOR]

Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants' beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a 'safe space' which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice. [ABSTRACT FROM AUTHOR]

Abstract Aim Critical thinking (CT) is vital in assisting nurses to function efficiently in the ever‐changing health care environment. A CT‐based curriculum framework provides the impetus necessary to drive the acquisition of CT skills of students. Yet, there is no known CT‐based framework contextualized to developing countries where seniority tradition is a norm. Therefore, the aim of this study was to develop a CT‐based curriculum framework to facilitate the development of CT skills of nursing students in developing countries. Design Cooperative inquiry. Methods Using purposive sampling, 11 participants comprising students, educators and preceptors developed a CT‐based curriculum framework. Results Findings were organized into a framework illustrating interconnected concepts required to foster CT skills of nursing students. These concepts include authentic student–facilitator partnership, a facilitator that makes a difference; a learner that is free to question and encouraged to reflect; a conducive and participatory learning environment; curriculum renewal processes and contextual realities.

This study aims to determine the effectiveness of using Virtual programming Lab software as a practicum tool in inquiry learning, collaboration, and increasing the ability of higher-order thinking skills (HOTS) students who take programming courses. Pseudo-experimental studies are designed with experimental and control groups. This research was attended by 35 first-semester students from the Pelita Indonesia Informatics Engineering Study Program. Quantitative methods are used to determine students' HOTS levels and their acceptance of the use of virtual programming labs as computer practicum tools. The data analysis technique used is the Kolmogrof Smirnov technique. For inquiry-based collaborative learning using 7 stages of learning. The effectiveness of virtual programming with collaborative inquiry learning through HOTS questions is tested with the N-gain test. Based on the findings, it is stated that virtual programming applications with collaborative inquiry learning in programming courses are quite effective in improving students' higher-order thinking skills with an average N Gain of 60%. The ability of students to do HOTS questions in C4, C5, and C6 has increased after post-tests in experimental classes. [ABSTRACT FROM AUTHOR]

This paper explains Feeling and Hearing Country as an Australian Indigenous practice whereby water is life, Country is responsive, and Elders generate wisdom for a communicative order of things. The authors ask, as a society of Indigenous people and those no longer Indigenous to place, can we walk together in the task of collectively healing Country? The research method uses experiential, creative, propositional, and practical ways of knowing and being in and with local places. Evidence may take many forms based upon engagement with an animate, sentient world. The research method can generate new meanings, implications and insights, and regenerate practical knowledge of Country. As an Indigenous tradition, Feeling and Hearing Country can enable the regeneration of healing life energies. It can help freshen up stories, knowledges, and help link ancestral wisdom to the present while co-creating healthy futures. Feeling and Hearing Country can enliven the human spirit, landscapes, and all beings via a participative, creative process that is helpful for the planet at this climate time, when many humans have forgotten their place in the world. As a research method, Feeling and Hearing Country can support the unlearning of epistemological errors for reinstating vitality in things. [ABSTRACT FROM AUTHOR]

This exploratory study investigated the experiences of teachers who participated in a collaborative inquiry project. This was designed to gain insights into the learning dispositions (skill, inclination and sensitivity) participants reported when undertaking this form of professional learning. The specific inquiry initiative utilised Design-based Research (DBR). Data for this mixed-method study were generated from 109 teachers in an urban school district in California. The findings indicate that some important differences exist between the way individual teachers think and act when undertaking collaborative teacher inquiry. This enabled the development of a typology of four teacher dispositions and an understanding of how we might cultivate these to enhance the impact of inquiry-based professional learning. [ABSTRACT FROM AUTHOR]

This literature review explores how various challenges and possibilities of enacting collaborative inquiry (CI) in online contexts intersect with this holistic action research method's aims of transforming participant being, knowing, and doing. This article asks how digital tools and virtual platforms enable and constrain the democratic collaboration, solidarity-in-diversity, and multiple ways of knowing CI strives to cultivate. Findings and discussion offer guidance for conveners of online CIs and highlight further practical considerations. [ABSTRACT FROM AUTHOR]

Aim: Critical thinking (CT) is vital in assisting nurses to function efficiently in the ever‐changing health care environment. A CT‐based curriculum framework provides the impetus necessary to drive the acquisition of CT skills of students. Yet, there is no known CT‐based framework contextualized to developing countries where seniority tradition is a norm. Therefore, the aim of this study was to develop a CT‐based curriculum framework to facilitate the development of CT skills of nursing students in developing countries. Design: Cooperative inquiry. Methods: Using purposive sampling, 11 participants comprising students, educators and preceptors developed a CT‐based curriculum framework. Results: Findings were organized into a framework illustrating interconnected concepts required to foster CT skills of nursing students. These concepts include authentic student–facilitator partnership, a facilitator that makes a difference; a learner that is free to question and encouraged to reflect; a conducive and participatory learning environment; curriculum renewal processes and contextual realities. [ABSTRACT FROM AUTHOR]

Preparing data‐literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics‐supported reflective assessment (AsRA)‐enhanced KB design influenced 6th graders' KB and data science practices in a science education setting. One intact class with 56 students participated in this study. The analysis of students' Knowledge Forum discourse showed the positive influences of the AsRA‐enhanced KB design on students' development of KB and data science practices. Further analysis of different‐performing groups revealed that the AsRA‐enhanced KB design was accessible to all performing groups. These findings have important implications for teachers and researchers who aim to develop students' KB and data science practices, and general high‐level collaborative inquiry skills. Practitioner notesWhat is already known about this topic Data use becomes increasingly important in the K‐12 educational context.Little is known about how to scaffold students to develop data science practices.Knowledge Building (KB) and learning analytics‐supported reflective assessment (AsRA) show premises in developing these practices.What this paper adds AsRA‐enhanced KB can help students improve KB and data science practices over time.AsRA‐enhanced KB design benefits students of different‐performing groups.AsRA‐enhanced KB is accessible to elementary school students in science education.Implications for practice and/or policy Developing a collaborative and reflective culture helps students engage in collaborative inquiry.Pedagogical approaches and analytic tools can be developed to support students' data‐driven decision‐making in inquiry learning. [ABSTRACT FROM AUTHOR]

Our guest columnist is Tim Schlak who, like many of us, is on a journey continuing to challenge ourselves to be better leaders and to more effectively serve our organizations. This column presents several of the latest leadership development frameworks that are novel to library literature. Where many leaders assume our minds and identities are fixed, this paper presents theories and anecdotal evidence that our minds and identities are flexible and adaptable to the causes we choose. Complexity is offered as the central feature of organizational life and the responses we make can be intentionally crafted to help us hold our knowledge and our senses of self more loosely. In so doing, we create room to grow and to muster more effective and authentic responses to the complexity we all face in our libraries. [ABSTRACT FROM AUTHOR]

Waddock and Lozano (2013) propose that there is an urgent need to bring the "heart and soul" back into management education. Indeed, its absence has also been implicated in the plethora of recent scandals and the global financial crisis. We suggest that such issues are, in part, attributable to a continued overreliance on a scientific and detached form of knowing that displaces particular "human characteristics" and in so doing, downplays our inherent connections to others. In contrast, we identify the importance of embracing a supplementary form of knowing, collaborative inquiry, which potentially restores our connections to others in ways that provide opportunities for a more heartfelt and soulful management practice. Specifically, we extend Van de Ven and Johnson's (2006) notion of collaborative inquiry to consider how it is mobilized in the context of a U.K. DBA program and in turn we examine the impact this move accomplishes. Drawing upon a detailed analysis of 20 students' reflective journals, we illustrate the ways in which they develop a form of empathy. Crucially, we found that this was one important means for (re)connecting to others in ways that begin to bring a sense of heart and soul back into management education. [ABSTRACT FROM AUTHOR]

Action research is a promising and significant research methodology that paves the way for intervention, development and change not only within small groups and communities of practice but also within larger societies. Building on a terse-and-informative description of the four major action research theories (Action Science, Cooperative Inquiry, Participatory Action Research, and Living Educational Theory), this paper argues that EFL classes are essentially micro societies where language socialization takes place; it is argued further that the micro society of the EFL classroom can be (a) a 'garbage in garbage out' petri dish at the service of mechanical imparting of linguistic competence to students, (b) a Foucauldian 'panopticon' put to ideological use by a despot ruling an oppressed society, or (c) a free milieu aspiring after human development and social change. The paper concludes that action research might be redefined as aristocrat/elitist just-in-case research reformulated as just-in-time change-and-development-oriented ongoing 'process' research involving participants/informants as co-researchers or sources of (social) action, but not simply data mines or sources of information. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper traces my action research (AR) journey and suggests a care perspective to AR. In my doctoral research that investigated the idea of resilience in disaster recovery, I engaged in a five-year collaborative inquiry of what it means to do resilience with a civil society group in Cairns, Australia, which acts alongside Fukushima children affected by the 2011 nuclear disaster. AR enabled co-generative and democratizing ways of knowledge creation in which research can be simultaneously action-driven, theory-advancing and policy-informing. In my project, I addressed matters of action and inquiry as ‘matters of care’ – a generative engagement with neglected everyday needs and its wider entanglements that are tied to a multigenerational problem. Through this lens, I trace how I came to do AR, encountered a problem, found my co-researchers and engaged in collaborative inquiry. Finally, I reflect on who this research is for, before concluding with ‘What’s next?’ [ABSTRACT FROM AUTHOR]

Transitions in education are known to have an impact on learners both in social and emotional terms as well as academically. This article argues that transition experiences should be regarded as an on‐going process rather than a one‐off event. The move from compulsory education at the age of 16 can have a significant impact on engagement and retention, particularly for learners with additional learning needs (ALN), yet this is an underexplored area. While the transition from compulsory education to a further education (FE) setting brings increased independence, new opportunities and the emergence of adulthood, it can also be a time of trepidation and uncertainty for all learners, including those with ALN. Using an interpretive methodology, the voices of key stakeholders in the transition to FE from one setting were recorded to explore and inform good practice. Data were gathered using online questionnaires, interviews and focus groups. Findings ascertained the value of nurturing effective practitioner–learner relationships in preparation for transition, the importance of developing peer support networks and the provision of a central, safe space that is accessible to learners with ALN at all times. [ABSTRACT FROM AUTHOR]

This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from Crystal Island: EcoJourneys, a collaborative game‐based learning environment centred on supporting science inquiry. In Crystal Island: EcoJourneys, students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that structured the collaborative inquiry process. The paper addresses a central question: how can PBL support the interpretation of the observed patterns in individual actions and collaborative interactions in the collaborative game‐based learning environment? Drawing on a mixed method approach, we first analyzed students' pre‐ and post‐test results to determine if there were learning gains. We then used principal component analysis (PCA) to describe the patterns in game interaction data and clustered students based on the PCA. Based on the pre‐ and post‐test results and PCA clusters, we used interaction analysis to understand how collaborative interactions unfolded across selected groups. Results showed that students learned the targeted content after engaging with the game‐based learning environment. Clusters based on the PCA revealed four main ways of engaging in the game‐based learning environment: students engaged in low to moderate self‐directed actions with (1) high and (2) moderate collaborative sense‐making actions, (3) low self‐directed with low collaborative sense‐making actions and (4) high self‐directed actions with low collaborative sense‐making actions. Qualitative interaction analysis revealed that a key difference among four groups in each cluster was the nature of verbal student discourse: students in the low to moderate self‐directed and high collaborative sense‐making cluster actively initiated discussions and integrated information they learned to the problem, whereas students in the other clusters required more support. These findings have implications for designing adaptive support that responds to students' interactions with in‐game activities. Practitioner notesWhat is already known about this topicLearning analytic methods have been effective for understanding student learning interactions for the purposes of assessment, profiling student behaviour and the effectiveness of interventions.However, the interpretation of analytics from these diverse data sets are not always grounded in theory and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem.What this paper addsProblem‐based learning as a pedagogical framework allowed for the design to focus on individual and collaborative actions in a game‐based learning environment and, in turn, informed the interpretation of game‐based analytics as it relates to student's self‐directed learning in their individual investigations and collaborative inquiry discussions.The combination of principal component analysis and qualitative interaction analysis was critical in understanding the nuances of student collaborative inquiry.Implications for practice and/or policySelf‐directed actions in individual investigations are critical steps to collaborative inquiry. However, students may need to be encouraged to engage in these actions.Clustering student data can inform which scaffolds can be delivered to support both self‐directed learning and collaborative inquiry interactions.All students can engage in knowledge‐integration discourse, but some students may need more direct support from teachers to achieve this. [ABSTRACT FROM AUTHOR]

There is an overwhelming presence and dominance of white-centric methodologies in educational research. To create necessary re-envisionings, we theorize how approaches to methodology can be disrupted and rethought through Black feminisms, Chicana feminism and Womanism. While each are distinct in their standpoints and contours, they have strong points of affinity, such as their focus on the generation of theory through lived experiences, interrogating various forms of oppression, coalition building and spirituality. From these intersections, we begin by discussing how Black feminisms, Chicana feminism and Womanism, as theories in the flesh, can re-envision methodology, generally. We then provide specific examples of putting Chicana feminism and Black feminisms to work in order to foster authentic relationships in collaborative inquiry and incite ruptures and renarrativizations through life story inquiry. We end with a discussion of how working in solidarity among women of color feminists can enact coalition building as a site of methodological revolution. [ABSTRACT FROM AUTHOR]

We call ourselves the Arctic terns after the birds that migrate between the northern and southern hemispheres. Three of us live in south-west Britain and three in south-east Australia. We tried to make sense of our lockdown lives and the ways we were imbricated in world events. We wrote and made art in response. We read our work to each other and showed each other our artworks. The material practices we developed helped make the pandemic endurable, and at times hilarious. Here we share some of our work and some of our thinking about why it matters. [ABSTRACT FROM AUTHOR]

This study offers insights into a professional graduate programme developed at the University of Fukui (Japan) that used the lesson study approach to elevate the application of field-based reflective practise for teachers and school leaders. This paper first details the programme's structure and its school-university collaborative inquiry partnership model developed to build a sustainable platform where practices and research are integrated as teachers inquire about school-based issues. The impact of the programme and its lesson study approach is then assessed by qualitatively analysing the longitudinal reflection reports written by three graduate students enrolled as: new entrant teachers, in-service teachers, and school leaders. This study concludes by highlighting that the Fukui PGP brings a more significant commitment to HEI and the BoE and extends the application of lesson study for school changes and reforms. Internationally, it demonstrates a new systematic structure that works in institutional environments and settings where lesson study is practised to make changes in the organization. It fosters a more meaningful and critical lens to the traditional practice of lesson study. [ABSTRACT FROM AUTHOR]

Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach's heritage in the 1970s' Scandinavian 'cooperative inquiry' tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes 'participation' and 'practice', and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research. [ABSTRACT FROM AUTHOR]

This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers' self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative lesson-plan revision on participating teachers from 14 pilot public schools in Tennessee. Using survey results and statewide administrative data, we apply a propensity score matching strategy, and find that TPEG teachers experience growth in their instruction ratings and value-added scores in the subsequent year, although the longer term impact is attenuated. We contribute to the literature by identifying deprivatized practice and instruction-focused collaboration as key features of teacher communities of practice, highlighting the importance of using standards-based instructional quality measures, linking participation in collaborative inquiry cycles to teacher-level outcomes, and estimating effects applicable to situations in which teachers exercise agency and collaborate voluntarily. [ABSTRACT FROM AUTHOR]

Abstract Background Patient and Public Involvement (PPI) in research is a growing field of work, incorporating experiential knowledge within research processes. Co-production is a more recent PPI approach that emphasises the importance of power-sharing to promote inclusive research practices, valuing and respecting knowledge from different sources, and relationship building. Applying co-production principles in research trials can be difficult, and there are few detailed worked examples or toolkits. This paper explores the successes and challenges encountered by one research team. Methods Our paper is written by a team of 21 people working on PARTNERS2, led by a smaller co-ordinating group. Using a co-operative style inquiry, the authors have reflected on and written about their experiences; analysis of the resulting 15 accounts provided examples of how PPI and co-production were delivered in practice. Results We reveal varied and complicated experiences as we developed our collaborative approach across the entire research programme. Four main themes emerge from reflective accounts which describe aspects of this process: (1) recognising the importance of ‘emotional work’; (2) developing safe spaces to create and share knowledge; (3) some challenges of using our personal identities in research work; and (4) acknowledging power-sharing within the research hierarchy. We also found continual relationship building, how different forms of expertise were valued, and stigma were central to shaping what work was possible together. Other important practices were transparency, particularly over decision making, and clear communication. Conclusions Our work provides one example of the ‘messy’ nature of collaborative research in practice. The learning we surface was contextual, generated within a large-scale research programme, but applicable to other studies. We found for success there needs to be an acknowledgement of the importance of emotional work, creating safe spaces to co-produce, transparency in decision making and reflection on the difficulties of using personal identities in research work including for service user researchers. These elements are more important than existing guidelines suggest. Implementation of actions to support emotional work, will require changes within individual teams as well as institutions. Introducing reflective practice in teams may be helpful in identifying further improvements to inclusive research practice.

John Heron's whole person theory can expand transformative learning theory by elaborating a more nuanced understanding of affect. In contrast to the vague conceptualization of affect's role and the interchangeable treatment of emotion and feeling in most adult learning scholarship, Heron's holistic theory grounds all experience in affective knowing and asserts significant differences between feeling and emotion. These distinctions challenge transformative learning theory by revealing critical subjectivity, emerging from affective, embodied experience, as prerequisite to critical reflection and presenting unitive discourse, over rational discourse, as a more viable, generative path to transformations of being. Throughout, I consider how the urgent need to develop deeper understanding around participatory feeling, in particular, relates to complex global issues like the ongoing struggle against racism and for environmental and human rights. [ABSTRACT FROM AUTHOR]

Forty invited interculturalists (both academics and non‐academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as 'co‐researchers' and/or 'co‐subjects') who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants' diverse knowledge and experience were renegotiated to ascertain the 'collective wisdom' of the group and to address issues of otherness and approaches to refugee education, teachers' training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the 'other' as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children's own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers. [ABSTRACT FROM AUTHOR]

Children's participation remains controversial in United Kingdom schools where children and their communities rarely have opportunity to change what happens. This paper considers an original approach that developed cooperative intergenerational inquiry with a class of 10–11‐year‐olds in the north of England as part of complexity‐informed participatory action research to consider children's participation in schools. Children and adults considered together, what schools are for, at the same time enabling children to shape spaces for participation in lesson time. The importance of recognising these spaces as dynamic intra‐subjective meeting points and of intergenerational relationships for change in schools is revealed. [ABSTRACT FROM AUTHOR]

This case study explores how a science teacher adopted knowledge building and learning analytics to support a class of primary five students to collaboratively inquire and learn about electricity. Specifically, we aim to understand how the teacher implemented a lesson design guided by knowledge building principles of idea improvement and community knowledge and how he used visualisations from an analytics tool to facilitate students in collaborative inquiry in science. We collected student notes from their online discourse in Knowledge Forum, video-recorded a total of 11 lesson videos and conducted interviews with the teacher and students. We found that students' online discussion reflected explanation-seeking questions to sustain the inquiry on the topic and explanations to deepen and improve their ideas on concepts of electricity. We also found that the visualisations from our analytics tool supported (i) teacher-facilitated whole-class discussions on curriculum keywords and student ideas to develop conceptual understanding and idea-building, and (ii) students in exploring science ideas they were interested in. The findings from our study contribute to the understanding of teachers' enactment of inquiry-supported pedagogies in primary science classrooms. [ABSTRACT FROM AUTHOR]

In this paper, I share results of collaborative inquiry with youth and teachers into how the arts can create more relational learning spaces in the classroom. I offer a framework for relational teaching and learning through the arts guided by the questions: Who am I? Who are you? And who are we? Through these dimensions, I explore how arts-based practice can support new ways of being in the classroom, where teaching creates conditions for students to be "among and between": in relation to the material, the teacher, and importantly, to themselves, to each other, and to the world around them. [ABSTRACT FROM AUTHOR]

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other's worlds and engage in reflection--together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth. [ABSTRACT FROM AUTHOR]

Increasingly, teachers are considered accountable for continuous improvement in student achievement. They are expected to integrate and analyse data from multiple sources in order to make decisions aimed at positively influencing student outcomes. Given the growing recognition of the importance of data-informed decision making in teaching, it is important to understand how teachers can best be supported in this. Currently, there is little research into how teachers can facilitate data literacy development for their in-school colleagues. This study employed an interpretive qualitative methodology to focus on the experiences of mathematics lead teachers (MLTs) in leading change to support the development of their colleagues. MLTs were found to use a range of tailored strategies, providing 'on the job' and 'just in time' support, and demonstrating evaluative and adaptive capabilities. They were found to provide leadership in the development of data-informed decision making through their collaborative approach. [ABSTRACT FROM AUTHOR]

The article discusses collaboration between researchers and participants in market co-research, arguing that research participants can become co-researchers through moderating, analysing, and evaluating conclusions gathered through triangulated feedback. Topics include interactions between consumers and brands in Market Research Online Communities and Consumer Consulting Boards, the Come Dine With Me online community, crowd interpretation, and qualitative coding that can be accomplished by research participants.