{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/101847"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/101847","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Teachers' Reflection on Inquiry-Oriented Instruction in Online Professional Development","abstract":"In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development.","abstract_html":"In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development.","abstract_has_math":false,"creators":["Kelley, Marilin Annie"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Mathematics","degree_department":"Mathematics","school":null,"contributors":[],"advisors":[],"committee_chairs":["Johnson, Estrella"],"committee_members":["Norton, Anderson Hassell","Wawro, Megan"],"year":2021,"date_issued":"2021-01-11","date_published":"2021-01-11","updated_at":"2026-07-22T22:19:33Z","subjects":["algebra","instructional techniques","practices","post-secondary education","inquiry","inquiry-oriented instruction","Career development"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:28905"],"render_values":[{"text":"vt_gsexam:28905","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/101847","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Johnson, Estrella"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Norton, Anderson Hassell","Wawro, Megan"]},{"key":"dc:contributor.department","label":"Department","values":["Mathematics"]},{"key":"dc:creator","label":"Author","values":["Kelley, Marilin Annie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-01-12T09:01:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-01-12T09:01:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-01-11"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mathematics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["algebra","instructional techniques","practices","post-secondary education","inquiry","inquiry-oriented instruction","Career development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:28905"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/101847"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. 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Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Teachers' Reflection on Inquiry-Oriented Instruction in Online Professional Development"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Johnson, Estrella"],"dc:contributor.committeemember":["Norton, Anderson Hassell","Wawro, Megan"],"dc:contributor.department":["Mathematics"],"dc:creator":["Kelley, Marilin Annie"],"dc:date.accessioned":["2021-01-12T09:01:04Z"],"dc:date.available":["2021-01-12T09:01:04Z"],"dc:date.issued":["2021-01-11"],"dc:description.abstract":["In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. 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Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. 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