Reading Is Not Just Something, It Is Everything: Using Collaborative Inquiry Twinned with Generative Dialogue for School Improvement in Elementary Classrooms

This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school im...

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Bibliographic Details
Published in:The Canadian journal of action research 2022-02, Vol.22 (2), p.46-71
Main Authors: Burke, Joan, Chaseling, Marilyn
Format: Article
Language:English
Subjects:
Action research
Collaborative learning
Cooperation
Dialogs (Language)
Educational Improvement
Elementary education
Elementary School Teachers
Evaluation Criteria
Foreign Countries
Inquiry
Instructional Improvement
Phonemic Awareness
Reading Comprehension
Reading Fluency
Reading Instruction
Reading Materials
Reading Teachers
Reflective Teaching
Student Evaluation
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Summary:This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main cycles-of-inquiry that emerged during the study. It also found that teachers improved their teaching and assessment of reading through: their intentional teaching of phonemic awareness, fluency and comprehension; offering students choice in their reading materials; and ensuring their assessment practices were based on standard criteria applied across all classrooms. This study concluded that when visionary leaders facilitate collaborative-inquiry twinned with generative dialogue, school improvement can occur.
ISSN:1925-7147
1925-7147
DOI:10.33524/cjar.v22i2.600