Publication

Impact of inquiry-based working on the capacity to change in primary education

Amels, J., Krüger, M., Suhre, C. & van Veen, K., Aug-2019, In : Journal of Educational Change. 20, 3, p. 351–374 24 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Amels, J., Krüger, M., Suhre, C., & van Veen, K. (2019). Impact of inquiry-based working on the capacity to change in primary education. Journal of Educational Change, 20(3), 351–374. https://doi.org/10.1007/s10833-019-09337-3

Author

Amels, Judith ; Krüger, Meta ; Suhre, Cor ; van Veen, Klaas. / Impact of inquiry-based working on the capacity to change in primary education. In: Journal of Educational Change. 2019 ; Vol. 20, No. 3. pp. 351–374.

Harvard

Amels, J, Krüger, M, Suhre, C & van Veen, K 2019, 'Impact of inquiry-based working on the capacity to change in primary education', Journal of Educational Change, vol. 20, no. 3, pp. 351–374. https://doi.org/10.1007/s10833-019-09337-3

Standard

Impact of inquiry-based working on the capacity to change in primary education. / Amels, Judith; Krüger, Meta; Suhre, Cor; van Veen, Klaas.

In: Journal of Educational Change, Vol. 20, No. 3, 08.2019, p. 351–374.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Amels J, Krüger M, Suhre C, van Veen K. Impact of inquiry-based working on the capacity to change in primary education. Journal of Educational Change. 2019 Aug;20(3):351–374. https://doi.org/10.1007/s10833-019-09337-3


BibTeX

@article{8602d801eea64851bebe4f5aed65a4fa,
title = "Impact of inquiry-based working on the capacity to change in primary education",
abstract = "Educational improvement projects are increasingly focused upon the significant role of data in determining student performance, teachers{\textquoteright} learning, and schools{\textquoteright} ability to initiate local reforms. Thus, schools are moving toward a new approach to learning, progressing from the routine to the non-routine through inquiry-based working. In addition, educational improvement requires teachers to exhibit the capacity to change, namely, to implement the innovations proposed by government agencies or the schools themselves. Therefore, the current study investigates the extent to which the inquiry-based working of primary school teachers predicts their capacity to change. Furthermore, the study identifies which aspects of inquiry-based working are the critical drivers in the capacity to change. A mixed model analysis of questionnaire data collected from a sample of 787 teachers at 65 Dutch elementary schools revealed that the central aspects of inquiry-based work (i.e., working with an inquiry habit of mind, demonstrating data literacy, using data in the classroom, and using data at the school level) are significant in promoting an increased capacity to change. Working with an inquiry habit of mind emerged as the most critical aspect. Data use in the classroom and at the school level are complementary factors that also enhance a teacher{\textquoteright}s capacity to change.",
keywords = "Capacity to change, Collaboration, Inquiry habit of mind, Inquiry-based working, Professional learning activities, DECISION-MAKING, PROFESSIONAL-DEVELOPMENT, ACADEMIC-ACHIEVEMENT, SELF-EFFICACY, SCHOOL, TEACHER, LEADERSHIP, SUPPORT, OPPORTUNITIES, SATISFACTION",
author = "Judith Amels and Meta Kr{\"u}ger and Cor Suhre and {van Veen}, Klaas",
year = "2019",
month = aug,
doi = "10.1007/s10833-019-09337-3",
language = "English",
volume = "20",
pages = "351–374",
journal = "Journal of Educational Change",
issn = "1389-2843",
number = "3",

}

RIS

TY - JOUR

T1 - Impact of inquiry-based working on the capacity to change in primary education

AU - Amels, Judith

AU - Krüger, Meta

AU - Suhre, Cor

AU - van Veen, Klaas

PY - 2019/8

Y1 - 2019/8

N2 - Educational improvement projects are increasingly focused upon the significant role of data in determining student performance, teachers’ learning, and schools’ ability to initiate local reforms. Thus, schools are moving toward a new approach to learning, progressing from the routine to the non-routine through inquiry-based working. In addition, educational improvement requires teachers to exhibit the capacity to change, namely, to implement the innovations proposed by government agencies or the schools themselves. Therefore, the current study investigates the extent to which the inquiry-based working of primary school teachers predicts their capacity to change. Furthermore, the study identifies which aspects of inquiry-based working are the critical drivers in the capacity to change. A mixed model analysis of questionnaire data collected from a sample of 787 teachers at 65 Dutch elementary schools revealed that the central aspects of inquiry-based work (i.e., working with an inquiry habit of mind, demonstrating data literacy, using data in the classroom, and using data at the school level) are significant in promoting an increased capacity to change. Working with an inquiry habit of mind emerged as the most critical aspect. Data use in the classroom and at the school level are complementary factors that also enhance a teacher’s capacity to change.

AB - Educational improvement projects are increasingly focused upon the significant role of data in determining student performance, teachers’ learning, and schools’ ability to initiate local reforms. Thus, schools are moving toward a new approach to learning, progressing from the routine to the non-routine through inquiry-based working. In addition, educational improvement requires teachers to exhibit the capacity to change, namely, to implement the innovations proposed by government agencies or the schools themselves. Therefore, the current study investigates the extent to which the inquiry-based working of primary school teachers predicts their capacity to change. Furthermore, the study identifies which aspects of inquiry-based working are the critical drivers in the capacity to change. A mixed model analysis of questionnaire data collected from a sample of 787 teachers at 65 Dutch elementary schools revealed that the central aspects of inquiry-based work (i.e., working with an inquiry habit of mind, demonstrating data literacy, using data in the classroom, and using data at the school level) are significant in promoting an increased capacity to change. Working with an inquiry habit of mind emerged as the most critical aspect. Data use in the classroom and at the school level are complementary factors that also enhance a teacher’s capacity to change.

KW - Capacity to change

KW - Collaboration

KW - Inquiry habit of mind

KW - Inquiry-based working

KW - Professional learning activities

KW - DECISION-MAKING

KW - PROFESSIONAL-DEVELOPMENT

KW - ACADEMIC-ACHIEVEMENT

KW - SELF-EFFICACY

KW - SCHOOL

KW - TEACHER

KW - LEADERSHIP

KW - SUPPORT

KW - OPPORTUNITIES

KW - SATISFACTION

UR - http://www.scopus.com/inward/record.url?scp=85061644615&partnerID=8YFLogxK

U2 - 10.1007/s10833-019-09337-3

DO - 10.1007/s10833-019-09337-3

M3 - Article

AN - SCOPUS:85061644615

VL - 20

SP - 351

EP - 374

JO - Journal of Educational Change

JF - Journal of Educational Change

SN - 1389-2843

IS - 3

ER -

ID: 76566389