Inquiry for Student Voice, Choice, and Equity : Exploring Teacher Perspectives of the Ten Characteristics of Inquiry-Based Learning

The purpose of this action research study was to analyze the teachers’ perspective of 10 characteristics of inquiry-based learning. The review of literature framed inquiry based learning aligned to the past professional development sessions in Parkland School District. The literature indicated that inquiry-based learning varied on level of inquiry and type of inquiry. Furthermore, it also showed that inquiry-based learning was influenced by teacher self-efficacy. The 10 characteristics of inquiry-based learning created a constant variable for all models of inquiry with a focus on student choice and student voice throughout. The perspectives of inquiry-based learning were measured through teacher surveys, classroom observations, and teacher interviews. The global Covid-19 pandemic impacted this study by providing a unique learning environment for educators. More specifically, this unique environment combines both face to face and online learning in a hybrid model. The new environment allowed for a comparison of inquiry based learning in both face to face and online learning environments. Additionally, it opened many questions about equity for all students. This study used a mixed research design to pull demographic data of the learning environments and looked for trends based on equity for all students. The fiscal implications of Parkland’s initiative to improve inquiry-based learning was outlined based on past and potential future professional development sessions. The findings of the research included evidence on the instructional impacts of the 10 characteristics of inquiry. Finally, future research in this area should continue to examine student voice, choice and equity with regards to inquiry-based learning.