- Inquiry-based leading and learning
- Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind
- Award date
- 8 September 2017
- Number of pages
- Document type
- PhD thesis
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
Inquiry-based working is assumed to contribute to improving educational quality and to stimulate professional learning. It involves having an inquiry habit of mind, being data literate and creating a culture of inquiry in schools (based on Earl & Katz, 2006). The general aim of this study was to provide insight in the way school boards, school leaders and teachers work in an inquiry-based manner, how an inquiry-based culture is established in schools and what this means for the inquiry habit of mind of students. A students’ inquiry habit of mind includes being curious and having critical thinking skills.
A quantitative survey investigated the relationship between psychological factors (attitude, experienced social pressure, self-efficacy, collective efficacy) and school leaders’ and teachers’ inquiry-based working. Self-efficacy stood out as being significantly related to all aspects of inquiry-based working by school leaders as well as teachers.
We performed a multiple case study to investigate the interplay between school boards, school leaders, and teachers regarding inquiry-based working. This study identified multiple ways in which educators can encourage others to work in an inquiry-based manner, both top-down and bottom-up.
To examine the relationship between teachers’ inquiry-based work and students’ inquiry habit of mind we combined the results from our survey and case study. We found a relationship between teachers’ inquiry-based work and students’ curiosity. No relationship was found between teachers’ inquiry-based approach and students’ critical thinking habits.
- Author's name on the cover: Lisette Uiterwijk–Luijk.
Cover title: Inquiry-based leading and learning in primary education.
Thesis (complete) (Embargo up to and including 8 September 2019)
Chapter 2: Inquiry-based leadership: The influence of attitude, experienced social pressure and self-efficacy (Embargo up to and including 8 September 2019)
Chapter 3: The relationship between psychological factors and inquiry based working by primary school teachers (Embargo up to and including 8 September 2019)
Chapter 4: Teachers’ role in stimulating students’ inquiry habit of mind in primary schools (Embargo up to and including 8 September 2019)
Chapter 5: Promoting inquiry-based working: Exploring the interplay between school board, school leaders and teachers (Embargo up to and including 8 September 2019)
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.