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The Collaborative Teacher Inquiry Project is a professional development initiative that united educators from nine schools across four neighboring school districts in Ontario to strengthen the Grade 9 Applied Mathematics program. Participants attended topic-focused workshops aligned with school growth goals and collaborated to create and share course teaching materials. 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Research cited in the article links this transition to academic struggle and disengagement in the Applied stream.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the purpose of the Collaborative Teacher Inquiry Project?",{"text":117,"@type":113},"It aimed to improve Ontario’s Grade 9 Applied Mathematics program by bringing together educators from multiple schools and districts. The project supported teachers’ professional growth and their ability to develop learning resources for the course.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the project structure participants’ professional development and collaboration?",{"text":121,"@type":113},"Educators participated in topic-specific workshops based on each school’s goals for professional growth. They then collaborated with other participants to create and share teaching materials for the Grade 9 Applied Mathematics course.","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},595556,1792230489,{"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":29,"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},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative  \nLimin Jao  \nMcGill University  \nDouglas McDougall  \nUniversity of Toronto  \nAbstract  \nThe transition from Grade 8 to Grade 9 is particularly difficult for students who were not very successful in mathematics in Grade 8. Research into ways to improve this transition as well as improve the teaching practices at the Applied level will be helpful for teachers, administrators, and policy makers. The Collaborative Teacher Inquiry Project was a professional development initiative that brought together educators from nine schools across four neighbouring school districts in Ontario seeking to improve their Grade 9 Applied Mathematics program. As part of the Collaborative Teacher Inquiry Project, participants attended topic-specific workshops based on schools’ goals for professional growth and had opportunities to collaborate with other participants to create and share teaching materials for the Grade 9 Applied Mathematics course. Qualitative data from teacher interviews and written reflections indicate that the teachers felt that a mixture of collaboration and professional development made this project successful. Teachers also reported that  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nthe Collaborative Teacher Inquiry Project motivated further collaboration at the school and district level.  \nKeywords: mathematics education, professional development, school improvement, teacher collaboration  \nRésumé  \nLa transition de la 8e année à la 9e année s’avère particulièrement difficile pour les élèves qui ont eu des difficultés en mathématiques en 8e année. Les recherches sur les moyens à mettre en œuvre pour faciliter cette transition et améliorer les méthodes d’enseignement en mathématiques appliquées aideront les enseignants, les administrateurs et les décideurs. Une initiative de perfectionnement professionnel, désignée sous le nom de Collaborative Teacher Inquiry Project, a rassemblé des enseignants de neuf écoles dans quatre districts scolaires voisins en Ontario en vue d’améliorer leur programme de mathématiques appliquées en 9e année. Dans le cadre de ce projet, les participants ont assisté à des ateliers thématiques axés sur les objectifs des écoles en matière de perfectionnement professionnel et ont eu l’occasion de collaborer avec les autres participants et ainsi decréer et de s’échanger du matériel pédagogique pour le cours de mathématiques appliquées de 9e année. Les données qualitatives tirées des entrevues avec les enseignantset de leurs remarques consignées par écrit indiquent qu’à leur avis, la combinaison des volets collaboration et perfectionnement professionnel expliquent le succès du projet. Lesenseignants ont également signalé que ce projet a favorisé une collaboration encore plus grande au niveau des écoles et des districts.  \nMots-clés : enseignement des mathématiques, perfectionnement professionnel, amélioration de l’école, collaboration entre les enseignants  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn Ontario, students in Grade 9 are generally streamed into either Academic or Applied level classes. Grade 8 students confer with their teacher(s) and parents to determine into which Grade 9 classes they will enroll. Students in the Applied-level stream tend to work towards entry into college programs or directly into the workplace after completing their secondary diploma. Research has shown that students in the Applied-level stream tend to struggle academically and often are disengaged from their learning (King, Warren, Boyer,& Chin, 2005) . Specifically, King et al.’s study (2005) found that students who failed the Grade 9 Applied Mathematics or English course rarely complete","cbCaipMdEUHkKVD8","https://ap.wps.com/l/cbCaipMdEUHkKVD8","pdf",229179,22,"English","# Abstract\n# Introduction","[{\"question\":\"Why is the Grade 8 to Grade 9 transition challenging for some students?\",\"answer\":\"Students who were not successful in mathematics in Grade 8 often face particular difficulty when moving to Grade 9. Research cited in the article links this transition to academic struggle and disengagement in the Applied stream.\"},{\"question\":\"What was the purpose of the Collaborative Teacher Inquiry Project?\",\"answer\":\"It aimed to improve Ontario’s Grade 9 Applied Mathematics program by bringing together educators from multiple schools and districts. The project supported teachers’ professional growth and their ability to develop learning resources for the course.\"},{\"question\":\"How did the project structure participants’ professional development and collaboration?\",\"answer\":\"Educators participated in topic-specific workshops based on each school’s goals for professional growth. They then collaborated with other participants to create and share teaching materials for the Grade 9 Applied Mathematics course.\"}]","The Collaborative Teacher Inquiry Project - A Purposeful Professional Development Initiative | PDF",1792081376,55]