scholarly journals Toward a Culture of Inquiry: Reducing Barriers to Engagement in Assessment

2019 ◽  
Author(s):  
Jeremy Buhler
Keyword(s):  
Culture Of Inquiry

Cultures of Inquiry in Technology Enhanced Learning and Beyond

2011 ◽  
Vol 4 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Patrick Carmichael
Keyword(s):  
Research And Development ◽  
Educational Research ◽  
Technology Enhanced Learning ◽  
Common Problems ◽  
Culture Of Inquiry ◽  
Enhanced Learning ◽  
Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

Influence of a shared leadership model in creating a school culture of inquiry and collegiality

2004 ◽  
Vol 42 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Claudia Khourey-Bowers ◽  
Richard L. Dinko ◽  
Raymond G. Hart
Keyword(s):  
School Culture ◽  
Shared Leadership ◽  
Leadership Model ◽  
Culture Of Inquiry

scholarly journals Implementation Science in Nutrition: Concepts and Frameworks for an Emerging Field of Science and Practice

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Alison Tumilowicz ◽  
Marie T Ruel ◽  
Gretel Pelto ◽  
David Pelletier ◽  
Eva C Monterrosa ◽  
...  
Keyword(s):  
Implementation Science ◽  
Program Implementation ◽  
Implementation Research ◽  
Scale Up ◽  
Implementation Process ◽  
Implementation Quality ◽  
Wide Range ◽  
Intervention Policy ◽  
Culture Of Inquiry ◽  
National Governments

AbstractMalnutrition in all its forms has risen on global and national agendas in recent years because of the recognition of its magnitude and its consequences for a wide range of human, social, and economic outcomes. Although the WHO, national governments, and other organizations have endorsed targets and identified appropriate policies, programs, and interventions, a major challenge lies in implementing these with the scale and quality needed to achieve population impact. This paper presents an approach to implementation science in nutrition (ISN) that builds upon concepts developed in other policy domains and addresses critical gaps in linking knowledge to effective action. ISN is defined here as an interdisciplinary body of theory, knowledge, frameworks, tools, and approaches whose purpose is to strengthen implementation quality and impact. It includes a wide range of methods and approaches to identify and address implementation bottlenecks; means to identify, evaluate, and scale up implementation innovations; and strategies to enhance the utilization of existing knowledge, tools, and frameworks based on the evolving science of implementation. The ISN framework recognizes that quality implementation requires alignment across 5 domains: the intervention, policy, or innovation being implemented; the implementing organization(s); the enabling environment of policies and stakeholders; the individuals, households, and communities of interest; and the strategies and decision processes used at various stages of the implementation process. The success of aligning these domains through implementation research requires a culture of inquiry, evaluation, learning, and response among program implementers; an action-oriented mission among the research partners; continuity of funding for implementation research; and resolving inherent tensions between program implementation and research. The Society for Implementation Science in Nutrition is a recently established membership society to advance the science and practice of nutrition implementation at various scales and in varied contexts.

Toward Communal Negotiation of Meaning in Schools: Principals’ Perceptions of Collective Learning from Success

2011 ◽  
Vol 113 (11) ◽  
pp. 2415-2459 ◽  
Author(s):  
Chen Schechter
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Teaching And Learning ◽  
Collective Learning ◽  
Faculty Members ◽  
Staff Members ◽  
Leadership Strategy ◽  
Need To Evaluate ◽  
Culture Of Inquiry ◽  
Principals Perceptions

Background In light of the growing complexity of schoolwork, it is important that faculty members move away from isolated learning toward a more collective type of thinking regarding teaching and learning issues. Purpose Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices. Research Design The study employed a qualitative topic-oriented methodology to explore principals’ mindscapes concerning collective learning from success in schools. Data Collection and Analysis Data were collected via face-to-face interviews with 65 elementary, middle, and high school principals. The analysis process involved identifying common themes, contrasting patterns, and elucidating the differences among principals’ voices. Findings Principals argued that in contrast to collective learning processes to evaluate failures and problems, collective learning from successful practices requires a deliberate and conscious shift in mindset with regard to collaborative learning in schools. Principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust. Recommendations As a leadership strategy to foster collective learning in schools, both practitioners and researchers need to evaluate whether a learning community can be developed when staff members are encouraged to collectively analyze their successful practices and receive affirmation for doing so. It is important to further inquire how different stakeholders perceive this collaborative learning from successful practices.

Translation to Practice

2008 ◽  
Vol 19 (3) ◽  
pp. 325-332
Author(s):  
Patricia M. Selig ◽  
Walter Lewanowicz
Keyword(s):  
Patient Care ◽  
Professional Growth ◽  
Nursing Practice ◽  
Practice Nurse ◽  
Evidence Based Practice ◽  
Lessons Learned ◽  
Evidence Based ◽  
Pragmatic Approach ◽  
Recruitment Process ◽  
Culture Of Inquiry

Creating a culture of inquiry in which nurses are engaged in the pursuit of the best evidence to support nursing practice ultimately improves patient care and clinical outcomes. So, how do we do that? Implementation of an evidence-based practice nurse internship program has proven to be a key ingredient for success in stimulating critical thinking and subsequent analysis of the evidence behind nursing practice. A pragmatic approach to developing and sustaining an evidence-based practice nurse internship program can be a helpful guide for those who are considering a similar proposition. The recruitment process, education, clinical projects, and lessons learned are detailed in this article as a resource to nursing colleagues in the spirit of professional growth.

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