The whole thing changes: Student engagement and inquiry learning
| dc.contributor.advisor | Manning, Andrew | |
| dc.contributor.author | Sanderson, Adam | |
| dc.date.accessioned | 2014-06-05T00:14:13Z | |
| dc.date.available | 2014-06-05T00:14:13Z | |
| dc.date.issued | 2013-09 | |
| dc.description.abstract | This thesis is based on my experience with teacher research in my classroom. Teacher research aims to find individual and personal meaning within a very specific and local context. In this sense, my goal in engaging in teacher research was to participate in a self-reflective process of observation in my classroom, studying the effects of inquiry-based teaching on student engagement, in the hopes of improving my own practice. The methodology employed was qualitative teacher research. Data was collected over approximately a six-week period throughout a language unit on social justice. The data was collected through a research journal. Thematic analysis of the data revealed several significant themes relating to the importance and impact of inquiry learning as a teaching pedagogy, the importance of valuing student work, student choice, and the use of technology in the classroom. | en_US |
| dc.format.availability | Full-text | en_US |
| dc.identifier.uri | https://hdl.handle.net/10587/1315 | |
| dc.language.iso | en | en_US |
| dc.publisher | Mount Saint Vincent University | en_US |
| dc.subject | Student engagement | en_US |
| dc.subject | Teacher research | en_US |
| dc.title | The whole thing changes: Student engagement and inquiry learning | en_US |
| dc.type | Thesis | en_US |