This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.
","abstract_html":"<p>This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.</p>","abstract_has_math":false,"creators":["Ashe, Ariel Sky"],"institution":null,"degree_name":"MA (Master of Arts)","degree_level":"Thesis - unrestricted","degree_discipline":"Early Childhood Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-12-13T08:00:00Z","date_published":"2008-12-13T08:00:00Z","updated_at":"2026-07-24T02:21:11Z","subjects":["early childhood mentoring","early childhood teacher preparation","Constructivism","inquiry education","Reggio Emilia","emergent curriculum","Educational Sociology","Social and Behavioral Sciences","Sociology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1988","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ashe, Ariel Sky"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2008-12-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Early Childhood Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA (Master of Arts)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["early childhood mentoring","early childhood teacher preparation","Constructivism","inquiry education","Reggio Emilia","emergent curriculum","Educational Sociology","Social and Behavioral Sciences","Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3340/viewcontent/AsheA120608f.pdf","https://dc.etsu.edu/etd/1988"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.
"]},{"key":"dc:title","label":"Title","values":["Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice."]}]}],"canonical_facts":{"dc:creator":["Ashe, Ariel Sky"],"dc:date.issued":["2008-12-13T08:00:00Z"],"dc:description.abstract":["This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3340/viewcontent/AsheA120608f.pdf","https://dc.etsu.edu/etd/1988"],"dc:rights":["Copyright by the authors."],"dc:subject":["early childhood mentoring","early childhood teacher preparation","Constructivism","inquiry education","Reggio Emilia","emergent curriculum","Educational Sociology","Social and Behavioral Sciences","Sociology"],"dc:title":["Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice."],"thesis:degree_discipline":["Early Childhood Education"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MA (Master of Arts)"]},"updated_at":"2026-07-24T02:21:11Z"}