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
Inquiry, international baccalaureate, international baccalaureate primary years programme, ibpyp, student achievement, professional development, teaching, inquiry based teaching, msdiq, mcgill strategic demands of inquiry questionnaire
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.
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Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
Haddock, Lucy, "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" (2014). Electronic Theses and Dissertations. 4520.