The purpose of this case study was to conduct an in-depth investigation into the effects of collaborative inquiry groups (CIGs) on teacher efficacy beliefs, teacher isolation, and student achievement on writing in Grades 1 and 2. The problem was that teachers were struggling to find professional development opportunities in which to discuss new writing strategies at the study site that would affect students' writing abilities and improve teacher self-efficacy beliefs about teaching writing, and teacher isolation that student achievement. The theoretical base focused on a Vygotskyian sociocultural perspective. This study investigated student achievement in writing and the relationship among teachers' self-efficacy beliefs, teacher isolation, and teacher participation in CIGs. The research methodology followed a concurrent triangulation strategy that utilized various tools in order to strengthen the validity of the results such as a quantitative 20-item questionnaire and standardized test scores. The data generated through the questionnaire was analyzed using a repeated t test. Qualitative data included online and face-to-face collaborative inquiry groups, field notes, as well as individual interviews. All data was analyzed and categorized into themes and patterns. The results showed that teachers who attended face-to-face CIGs and online CIGs felt less isolated within their building as measured by a repeated t test and the individual interviews. Also, the results showed that participants who experimented with improving writing strategies increased their self-efficacy beliefs as measured by the repeated t test. This study contributed to positive change because teachers were able to receive collegial support from colleagues, improve their teacher self-efficacy beliefs about teaching writing, and reduce teacher isolation within their building.Furthermore, educators feel less isolated as they are able to engage in professional dialogue and problem solving activities. The results are subtle but also very powerful. This effect could spill over into student achievement, as described in theanbsp;...
|Title||:||Relationship Between First and Second Grade Teachers Participating in Collaborative Inquiry Groups and Student Achievement in Writing, Teacher Self-efficacy Beliefs, and Teacher Isolation|
|Publisher||:||ProQuest - 2008|