[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597695-105":59,"doc-detail-597695-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","animating-inquiry-based-teaching-in-grade-school-classrooms-essay","Animating inquiry based teaching in grade school classrooms - Essay","","This paper presents interpretive empirical research with five teachers describing how they articulate an inquiry-based pedagogy, integrate digital technologies in classroom practice, and participate in online and/or face-to-face professional development through the Galileo Educational Network (GENA). Four inquiry questions examine teachers’ understanding and experiences of inquiry, what supports them in fostering inquiry, and the relative impact of three GENA support models. Findings indicate regular meaningful connection with GENA animation staff matters most, regardless of delivery distance. Recommendations inform support structures to nurture teachers’ inquiry-based stance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/animating-inquiry-based-teaching-in-grade-school-classrooms-essay/597695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/animating-inquiry-based-teaching-in-grade-school-classrooms-essay/597695.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study define inquiry-based teaching for the participating teachers?","Question",{"text":112,"@type":113},"It focuses on how teachers articulate their pedagogy using an inquiry-based stance and how they enact inquiry in classroom practice supported by professional learning experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What professional development model effects were compared through GENA?",{"text":117,"@type":113},"The study compares face-to-face only, online only, and a combination of face-to-face and online support models offered through GENA.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the analysis find about what most influenced teachers?",{"text":121,"@type":113},"Regular meaningful connection with GENA staff in an animation role outweighed the delivery model; impact was not dependent on whether support was distance-based or face-to-face.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597695,1792171429,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology Volume 33(3) Fall / automne 2007  \nAnimating inquiry based teaching in grade school classrooms  \nShelley Ki nash  \nAuthors  \nDr. Shelley Ki nash is an Assistant Professor in the Faculty of Education, at the University of Calgary . She is currently at the University of Southern Queensland, Australia . Correspondence regarding this article can be sent to:kinash@ucalgary .ca  \nAbstract  \nAbstract: This paper describes interpretive empirical research with five teachers who: a ) articulate their pedagogy as defined by an inquiry based stance, b) use digital technologies within their teaching, and c ) engaged in online and/or face to face professional development with the Galileo Educational Network ( GENA) . Four questions guided the inquiry : what does inquiry mean to teachers; what is it like to be an inquiry based teacher; what supports teachers in fostering inquiry, and ; what is the relative impact of the three models of supports offered through GENA – face to face only, online only, and combination face to face and online . Analysis revealed that meaningful and regular connection with GENA staff serving an animation role superseded the support model ; it did not matter whether the supports were provide d at a distance or face to face . Recommendations derived from the experiences of t he five teachers inform the professional supports necessary to nurture teachers ’ inquiry based stance and approaches .  \nRé sumé : Cet article décrit une étude empirique interprétative ré alis é e avec cinq enseignants qui a ) articulent leur pédagogie autour de l’investigation, b) utilisent des technologies numé riques pour enseigner, et c ) se sont impliqué s dans du développement professionnel en ligne ou en face à face avec le Galileo Educational Network ( GENA) . Quatre questions ont guidé l’enquête : que veut dire investiguer pour les enseignants, que veut dire être un enseignant utilisant l’investigation, qu’est ce qui soutient lesenseignants dans leur encouragement de l’investigation, et, quel est l’impact relatif des trois modèles de soutien offerts par l’é quipe de GENA, face à face, en ligne et une combinaison face à face et en ligne . L’analyse a rév élé qu’un lien significatif et ré gulier avec l’é quipe de GENA, qui joue un rôled’animation, remplace le modèle de soutien. Il importait peu que le soutiensoit offert à distance ou en face à face . Des recommandations découlant des expé riences des cinq enseignants nous informent d u soutien né cessaire pour encourager les enseignants utilisant des approches par investigation.  \nPositioning Narrative  \nKirsten1 begged to go to pre school so that she could be just like her older neighbourhoodfriends who were already in elementary. Kirsten loved the routine of school and the learning, and decided to be an author when she grew up.  \nHer pre school teacher noted her advanced vocabulary andproblem solving skills and appreciatedKirsten’s constant adherence and almost reverence of classroom rules. Kirsten’s favourite school activity was ‘show and tell ’and she loved to provide rationales and analyses within her presentations. The teacher predicted that Kirsten would one day be a television commentator. Kindergarten was highly structured and skill based, but Kirsten adored her teacher andformed a core group offriends. One and a halfweeks into Grade 1, Kirsten asked the neighbourhood friends if they too “hated” school and told her parents that she was “no good” at Grade 1. Her parents went to ‘meet the teacher’ night. It served to orient them about which day ofthe week was spelling test day, how many days the children had to learn each ofthe word lists, that there would be “no time ”for show and tell and no Christmas concert or drama ofany sort, and why the parents should expect no greater than “C ’s” on the report cards. Kirsten’s desk was already stacked with worksheet filled duo tangs, on which each repetitious word and number was laboriously print","cbCainWZ7ZgLLsyV","https://ap.wps.com/l/cbCainWZ7ZgLLsyV","pdf",388526,18,"English","# Abstract\n## Positioning Narrative\n## Implications of the positioning narrative\n## What is inquiry and the relationship with digital technology?","[{\"question\":\"How does the study define inquiry-based teaching for the participating teachers?\",\"answer\":\"It focuses on how teachers articulate their pedagogy using an inquiry-based stance and how they enact inquiry in classroom practice supported by professional learning experiences.\"},{\"question\":\"What professional development model effects were compared through GENA?\",\"answer\":\"The study compares face-to-face only, online only, and a combination of face-to-face and online support models offered through GENA.\"},{\"question\":\"What did the analysis find about what most influenced teachers?\",\"answer\":\"Regular meaningful connection with GENA staff in an animation role outweighed the delivery model; impact was not dependent on whether support was distance-based or face-to-face.\"}]","Animating inquiry based teaching in grade school classrooms - Essay | PDF",1792085524,45]