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Inquiry-based learning practices and team learning: A model for experienced based adult learning
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by Reid-Hector, Janet, Ed.D., Teachers College, Columbia University, 2006, 282 pages; AAT 3225189
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Abstract (Summary)
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The body of literature concerning research based descriptions on how inquiry-based learning practices (IBLP) function to generate team learning in a highly diverse team is quite limited. Without research based data, academics and practitioners depend on trial and error to determine which specific inquiry-based learning practices are most relevant in promoting effective team learning processes. An in-depth case study of the Veterans Administration stress and aggression project team was conducted as they participated in a multi-year, multisite collaborative action inquiry research project. Given their intention to engage in a collaborative action inquiry project, one of the project team members believed the team would need expertise in team and organizational learning. This led the team to enlist the help of a learning coach. The team members were coached by an adult educator and team learning researcher to use specific inquiry based learning practices (IBLP) namely, Reflection, The learning Window, The Ladder of Inference and the mapping of conservations into the Right Hand and Left Hand Columns . IBLP are designed to facilitate deep reflexive inquiry and reflection through dialogue and discussion. Multiple data sources were used to collect data and corroborate findings, namely: in depth interviews, the Team Learning Survey, researcher observations, field notes and VA documents. Research findings indicate that the IBLP primarily functioned to generate learning by facilitating the groups' transition from a task-oriented team to a learning system. Collectively the IBLP facilitated team learning by creating a learning environment situated in a climate of trust, facilitated a balance between advocacy and inquiry; and served as a mechanism to bridge diversity relevant to educational background, team roles and gender. The IBLP helped the team to deal with dysfunctional patterns of communication and interpersonal conflict rooted in issues of gender diversity relative to power inequities and access. The process of inquiry is the core component of the IBLP, providing a structured method for pursuing lines of inquiry to make sense out of data, thereby facilitating the acquisition of a body of knowledge and new sets of skills and competencies that are conducive to achieving and maintaining a team as a learning system, capable of sharing & transferring knowledge to other teams and to an organization.
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Indexing (document details) Advisor:
Yorks, Lyle
School:
Teachers College, Columbia University
School Location:
United States -- New York
Keyword(s):
Inquiry-based learning, Team learning, Adult learning, Experiencebased learning
Source:
DAI-A 67/07, Jan 2007
Source type:
Dissertation
Subjects:
Adult education, Continuing education
Publication Number:
AAT 3225189
ISBN:
9780542792953
Document URL:
http://proquest.umi.com/pqdlink?did=1196410171&Fmt=7&clientI d=44903&RQT=309&VName=PQD
ProQuest document ID: 1196410171
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