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A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools

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Date Issued:
2014
Abstract/Description:
The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
Title: A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools.
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Name(s): Haddock, Lucy, Author
Murray, Barbara, Committee Chair
Baldwin, Lee, Committee Member
Murray, Kenneth, Committee Member
Hutchinson, Cynthia, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
Identifier: CFE0005342 (IID), ucf:50493 (fedora)
Note(s): 2014-08-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): inquiry -- International Baccalaureate -- International Baccalaureate Primary Years Programme -- IBPYP -- student achievement -- professional development -- teaching -- inquiry based teaching -- MSDIQ -- McGill Strategic Demands of Inquiry Questionnaire
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005342
Restrictions on Access: public 2014-08-15
Host Institution: UCF

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