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Inquiry-based leading and learning

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24

Project log

Lisette Uiterwijk-Luijk
added 4 research items
Research instrument on students. Part of PhD study: Uiterwijk-Luijk, L. (2017). Inquiry-based leading and learning in primary education. Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind. (Proefschrift Universiteit van Amsterdam, Amsterdam).
Research instrument on Teachers. Part of PhD-study: Uiterwijk-Luijk, L. (2017). Inquiry-based leading and learning in primary education. Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind. (Proefschrift Universiteit van Amsterdam, Amsterdam).
Research instrument on School leaders used in PhD research: Uiterwijk-Luijk, L. (2017). Inquiry-based leading and learning in primary education. Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind. (Proefschrift Universiteit van Amsterdam, Amsterdam).
Lisette Uiterwijk-Luijk
added a research item
This mixed-method study examined the relationship between teachers' inquiry-based work and stu-dents' inquiry habit of mind. The study consisted of a survey, followed by a case study. Questionnaire data were collected from 1,104 students and 249 teachers at 31 primary schools. The case study was conducted in two primary schools. The survey data revealed a relationship between teachers' inquiry-based work and students' curiosity. However, no relationship was found between teachers' inquiry-based approach and students' critical thinking habits. The case study results illustrate how teachers' inquiry-based working can be related to students' curiosity and critical thinking habits.
Lisette Uiterwijk-Luijk
added 10 research items
Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better understanding how schools establish an inquiry-based culture. As a follow-up to a nationwide survey, this case study used semi-structured interviews, observations and document analysis to gain insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. It identified multiple ways in which educators can encourage others to work in an inquiry-based manner. These approaches are not only top-down (i.e., from school board to school leader, and from school leader to teacher) but also bottom-up (i.e., from teacher to school leader, and from school leader to school board).
This study focused on teachers' collaborative use of data to improve their schools in a culture of inquiry. First of all, this study analyzed how certain psychological factors affect teachers' contributions to such a culture of inquiry. Second, it examined exactly how teachers contribute to such a culture. Finally, this investigation explored interventions that school leaders can undertake to create such an environment in schools. This study is part of a PhD research project consisting of a survey and a multiple-case study. The results revealed a significant relationship between teachers' self-efficacy and collective efficacy regarding inquiry-based working and their contributions to a culture of inquiry in schools. In addition, this study identified five ways in which teachers contribute to such a culture, namely: (1) discussing data together, (2) sharing knowledge, (3) being open-minded, (4) observing colleagues in other classrooms working with students, and (5) conducting research with colleagues. Moreover, it established several methods through which school leaders can encourage a culture of inquiry in schools. These were: communicating a vision for inquiry-based working; sharing leadership responsibilities; and supporting inquiry-based working by providing money, time, and space, being open-minded, and creating a safe environment.).
Lisette Uiterwijk-Luijk
added a research item
Onderzoeksmatig werken door leraren en schoolleiders is steeds belangrijker geworden in het onderwijs. Enerzijds door toenemende eisen op het gebied van verantwoording, anderzijds doordat steeds meer onderwijsmensen ervan doordrongen raken dat onderzoeksmatig werken bijdraagt aan onderwijsverbetering en de eigen professionalisering. Scholen die onderzoeksmatig werken, zijn zich bewust van de kwaliteit van hun onderwijs, zien waar zwakke punten in de instructie zitten en maken doelgericht aanpassingen om het onderwijs te verbeteren. Dat klinkt veelbelovend, maar hoe geef je een dergelijke onderzoekende cultuur in de school vorm? Een inkijkje in hoe anderen dit voor elkaar krijgen, kan een goede manier zijn om hiervoor ideeën op te doen. Dit artikel is gebaseerd op mijn proefschrift en bevat de verhalen van drie basisscholen die, ieder op geheel eigen wijze, onderzoeksmatig werken vormgeven.
Lisette Uiterwijk-Luijk
added a research item
Hoe bereik je als schoolleider dat docenten onderzoeksmatig te werk gaan en in de school een onderzoeksmatige cultuur ontstaat? De ervaringen van andere scholen kunnen daarbij behulpzaam zijn. In dit artikel komen drie scholen aan het woord die als inspiratiebron kunnen dienen.