Race-based mascots: Reflecting on university–community conversations

Two university art educators engaged in research to explore issues of race and representation through examining the histories of race-based mascots at their two Midwestern US universities. Collaborative inquiry allowed for reflective practice, dialogue and critical listening as part of extended conversations to examine the stereotyping of Indigenous1 culture and images with students and community members. Issues of race, representation, stereotyping and systemic racism were explored with university art education students, faculty and Myaamia citizens (Miami Tribe of Oklahoma) in a workshop setting. Conversations within the workshop aimed to extend understandings about the cultural and artistic traditions of the Miami Tribe and strengthen cross-institutional and community relationships. Post-workshop analysis of the collaborators’ correspondences was analysed to reveal three themes: relationships and voice, representation and acknowledgement. Reconciliation is discussed as ongoing and mutual effort involving a continuous process of critical reflection, listening and dialogue necessary for building relationships and to learn directly from Indigenous peoples.

Socially Responsive Museum Pedagogy

Art museums in the United States have long been called upon to provide educational and engaging experiences for their visitors; more recently, this expectation has expanded to address the most salient needs of local communities and respond to issues of social inequality. At The Ohio State University's Wexner Center for the Arts, these collaborations are woven into the mission of the institution and serve as a foundation of its educational framework. In this chapter, the authors highlight specific community collaborations between the Wexner Center for the Arts, the Department of Arts Administration, Education, and Policy at Ohio State, and the Columbus, Ohio, community. They suggest that these programs not only individually serve as examples for other institutions and university students engaged in museum education scholarship, but also collectively form a socially responsive museum pedagogy enacted in an ongoing cycle of collaborative inquiry.

Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work. Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning. The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose. A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice. This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

Restructuring mathematics teaching | learning: Co-teaching as a designed approach to teachers' collaborative inquiry

<p>This study explores how participation in collaborative inquiry opens space for an expanded set of understandings and practices for mathematics teaching | learning. It examines the affordances of collaborative inquiry to promote, or constrain, teacher learning in the context of teachers’ day to day work. Sociocultural perspectives underpin the study whereby professional learning is presumed to be situated in the social and cultural contexts of teachers’ work. A survey of the literature supports the assumption that persistent underachievement in mathematics for some groups of learners requires shifts in what teachers know and can do and reveals the importance of collaboration and inquiry for teacher learning. The study involved a participatory, design-based approach underpinned by an authentic and appreciative inquiry stance. Design-based research was chosen for its proximity to practice and its focus on connections between the enactment of learning designs and outcomes of interest. The research was iterative and cyclical whereby the researcher worked with a group of four teachers in one New Zealand primary school to design, implement and refine an approach to teachers’ collaborative inquiry. A range of data were gathered during a 6-month collaboration, including from teacher interviews, classroom observations and three-weekly group meetings. The analysis took a pragmatic and multi-theoretical approach to examine what it meant to design and enact teachers’ collaborative inquiry. Cultural-historical activity theory (CHAT) was employed to capture the complexity of the teachers’ collaborative inquiry activity and to analyse and interpret the contradictions that arose. A key finding was that a co-teaching inquiry approach fostered conditions that afforded teachers’ expanded access to and depth of engagement with new, and often dissonant, practice ideas. Through co-teaching, mathematics teaching | learning was restructured within three interconnected fields of practice: the teachers’ enacted practice, their talk about practice, and their noticing of student thinking within practice. The co-teaching inquiry activity was increasingly directed at a collective purpose; involved an interplay of risk and trust; supported shifts in teachers’ roles and responsibilities; and allowed teachers to constantly renegotiate the goals of their shared activity. The co-teaching arrangement disrupted practice whereby teachers’ actions served as minor interruptions to each other’s practice and thus became a resource for teacher learning. Opportunities to engage deeply with one another’s practice opened space for an expanded set of actions for each of the teachers in their own practice. This thesis adds nuanced understandings of the interrelated roles of collaboration and inquiry in improving teaching. It contributes to the growing body of literature exploring co-teaching arrangements for teacher learning, in this case in the previously under-examined context of teachers’ collaborative inquiry for their ongoing professional learning. It offers insights into how co-teaching might support teachers to enact new and challenging pedagogies aimed at addressing the persistent and considerable challenges posed by an ethical imperative to promote mathematics learning for diverse (all) students. Participating in the co-construction of a design for their collaborative inquiry enabled teachers to restructure their work and expand the possibilities for their individual and collective practice. It allowed teachers to reconstruct their identities from the lone operator whose professional reputation needs protection from exposure of any weaknesses in their mathematics knowledge or practice, to a learner whose naïve questions and gaps in practice served as a resource for all in their learning.</p>

UPAYA PENINGKATAN MOTIVASI, KEAKTIFAN DAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN INKUIRI KOLABORATIF

This Classroom Action Research (CAR) aims to determine the application of the Collaborative Inquiry learning model in increasing students' motivation, activity and learning outcomes in Biology Subjects. The research subjects were 36 students of class X MIPA-1 MAN 2 Sragen odd semester in 2019. The research was carried out in two cycles, using observation techniques to determine the collaborative inquiry learning process, increase motivation, activity and test for student learning outcomes. The results showed that the learning process using the Collaborative Inquiry model improved. Motivation from cycle 1 and cycle 2 has increased. Students in the high motivation category from 62% to 76% in the second cycle. Motivation is decreasing from 28% to 16%. Meanwhile, students with low motivation category decreased from 10% to 8%. The activity of cycle 1 and cycle 2 has increased. Cycle I students in the high active category from 54% to 80%. Moderate activity decreased from 27% to 14%. Low activity, decreased from 19% to 6%. Improved Learning Outcomes include the average class learning outcomes of students from the initial results of the pre-cycle < cycle I < cycle II sequentially: 67 < 71 < 80. Learning outcomes above Minimum Learning Completeness (KBM) from the initial results of the pre cycle < cycle I < second cycle in sequence are: 31% < 59% < 80%. While the learning outcomes under the KBM decreased from the initial results of the pre-cycle > cycle I > cycle II, respectively: 69.4% < 41% < 19.4%. Based on this research, it was concluded that the application of the Collaborative Inquiry learning model in biology subjects increased the motivation, activeness and learning outcomes of students in class X MIPA-1 MAN 2 Sragen in the odd semester of 2019. ABSTRAKPenelitian Tindakan Kelas (PTK) ini, bertujuan untuk mengetahui penerapan model pembelajaran Inkuiri Kolaboratif dalam peningkatan motivasi, keaktifan dan hasil belajar peserta didik pada Mata Pelajaran Biologi. Subjek penelitian adalah 36 peserta didik kelas X MIPA-1 MAN 2 Sragen semester ganjil tahun 2019. Penelitian dilaksanakan dalam dua siklus, menggunakan teknik observasi untuk mengetahui proses pembelajaran Inkuiri Kolaboratif, peningkatan motivasi, keaktifan dan tes untuk hasil belajar peserta didik. Hasil penelitian menunjukkan bahwa proses pembelajaran menggunakan model Inkuiri Kolaboratif mengalami perbaikan. Motivasi dari, siklus 1 dan siklus 2 mengalami peningkatan. Peserta didik kategori motivasi tinggi dari 62% menjadi 76% pada siklus II. Motivasi sedang menurun dari 28% menjadi 16%. Sedangkan peserta didik yang memiliki kategori motivasi rendah, menurun dari 10% menjadi 8%. Keaktifan siklus 1 dan siklus 2 mengalami peningkatan. Siklus I peserta didik kategori keaktifan tinggi dari 54% menjadi 80%. Keaktifan sedang menurun dari 27% menjadi 14%. Keaktifan rendah, menurun dari 19% menjadi 6%. Peningkatan Hasil Belajar meliputi rata-rata kelas hasil belajar peserta didik dari hasil awal pra siklus < siklus I < siklus II secara berurutan adalah: 67 < 71 < 80. Hasil belajar diatas Ketuntasan Belajar Minimal (KBM) dari hasil awal pra siklus < siklus I < siklus II secara berurutan adalah: 31% < 59% < 80%. Sedangkan hasil belajar dibawah KBM mengalami penurunan dari hasil awal pra siklus > siklus I > siklus II secara berurutan adalah: 69.4% < 41% < 19.4%. Berdasarkan penelitian tersebut disimpulkan bahwa penerapan model pembelajaran Inkuiri Kolaboratif pada mata pelajaran biologi meningkatkan motivasi, keaktifan dan hasil belajar peserta didik kelas X MIPA-1 MAN 2 Sragen semester ganjil tahun 2019.