The Evolving Complexities of Inquiry as Practice Presentation at the 2017 Spring CPED Convening – University of Pittsburgh, June 13, 2017

Introducing the Presenters Candyce Reynolds, Portland State University Cindy Tananis, University of Pittsburgh Ray Buss, Arizona State University Ed Bengtson, University of Arkansas

CPED Design-Concepts Scholar Practitioner Signature Pedagogy Inquiry as Practice Laboratories of Practice Dissertation in Practice Problem of Practice CPED Design-Concepts

Initial Exercise What is Inquiry as Practice? How does Inquiry as Practice exist in your EdD program?

Inquiry as Practice Inquiry as Practice is the process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice. At the center of Inquiry as Practice is the ability to use data to understand the effects of innovation. As such, Inquiry as Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens.

Inquiry as Practice… More than just understanding research methods and the various approaches. It is the systematic investigation (inquiry) as a continuing process (practice).

Inquiry as Part of PoP Selection [Candyce] I would like to write about the scaffolding we provide through our curriculum structure, class activities, and assignments to help students learn to sift through the complex of the educational problems they want to solve and identify a clear problem in practice. While this may seem easy, I find that most often students have identified a topic and not a clearly defined problem in practice. Understanding a complex problem means learning to scrutinize the literature, interrogate one’s own beliefs and practices, and develop critical thinking and writing skills. These processes have been developed through our own investigations of our practice in our program. The chapter would provide concrete ideas of how to help students move their ideas from an ill formed topic to a problem that can be studied and addressed.

Inquiry as Part of PoP Selection Context: Portland State University Graduate School of Education EdD in Educational Leadership: 4 specializations Curriculum and Instruction Educational Administration Postsecondary Special Education I would like to write about the scaffolding we provide through our curriculum structure, class activities, and assignments to help students learn to sift through the complex of the educational problems they want to solve and identify a clear problem in practice. While this may seem easy, I find that most often students have identified a topic and not a clearly defined problem in practice. Understanding a complex problem means learning to scrutinize the literature, interrogate one’s own beliefs and practices, and develop critical thinking and writing skills. These processes have been developed through our own investigations of our practice in our program. The chapter would provide concrete ideas of how to help students move their ideas from an ill formed topic to a problem that can be studied and addressed.

More Context Post Master’s Program Three to Four Year Program Experienced Professionals All have burning topic or question they want answered from their work

What is the Problem? Tendency to focus on Solutions: “I’m interested in…” Particular reading strategy & how it works Teleconferencing for rural medicine I want to fix educational disparities May be dissertation topic ultimately BUT might miss the complexities of the PROBLEM and development of INQUIRY as a process for identifying Problem in Practice

Identifying problem As exercise in inquiry As practice in inquiry

Inquiry as a Process: Habits of Mind Goal is to engage students in PROCESS (or Toolkit) they can use with all Problems in Practice they face

Inquiry as Process: Habits of Mind Inquiry and Critical Thinking Beliefs and Practices Examining Literature Writing & Discussion for Exploration & Precision Inquiry Tools

Identifying Problem: Beliefs and Practices Tell a Story Problem behind the problem Why is the problem you are interested in a problem?

Identifying Problem: Examining Literature Looking for the “because” Critical discussion of literature

Multiple drafts with peer feedback Work on Precision Identifying Problem: Writing and Discussion for Exploration and Precision Journal Keeping Free-writing Guided Free-writing Class Notes Research Notes Multiple drafts with peer feedback Work on Precision

Identifying Problem: Inquiry Tools Improvement science tools Fishbone diagrams Process mapping Driver Diagrams Logic Model Precision and Elevator Speech Refinement through coursework Ignite presentations

Fishbone Diagram

Process Mapping

Driver Diagrams

Logic Model Short statement about Problem in Practice Ignite Sessions Tell the story of problem in practice Logically leads to your dissertation question Precision = Key to solid study Refined throughout the coursework Ignite Sessions

Inquiry as Practice and an Interdisciplinary Approach to Curriculum Building Today, we offer a coherent spiral of course experiences that build on basic strategies, approaches, and methods that are most likely to be encountered by scholar-practitioners in the settings of practice both as a leader of inquiry and a consumer of research.

Using Action Research as a Signature Pedagogy to Develop Inquiry as Practice On the need for Inquiry Skills A rationale for Using Action Research Developing Inquiry Skills through AR Conclusions and Questions (a) What ‘signature’ approaches offer practitioners effective tools to conduct inquiry that translates into transformative action in their settings? and (b) How can we more deliberately connect students’ inquiry, both in their courses and dissertations, to their daily practice (laboratories of practice)?

Using AR to Foster Inquiry On the need for Inquiry Skills Levine (2005) Poor research preparation for school leaders “Disconnected from practice” Shulman et al. (2006) Mismatch of research preparation and career paths “PhD-lite” because of ‘subtraction’ in EdD programs

Using AR to Foster Inquiry On the need for Inquiry Skills Implications for EdD programs Inquiry & research skills matched to practice needs leads to Inquiry as Practice Inquiry & research skills connected to practice leads to Laboratories of Practice Hallmarks for EdD Programs Utilizing Signature Pedagogies Developing practice-related research skills Engaging in on-going practice “Carrying out local research...to guide practice”

Using AR to Foster Inquiry A Rationale for Action Research (AR) Action Research is adaptable to various Problems of Practice allows students to ease into research over time facilitates systematic inquiry over time sustainable during program and beyond

Using AR to Foster Inquiry Developing Inquiry Skills through AR AR Concept Paper Cycle 0—Reconnaissance Cycle 1—Mini-intervention Cycle 2—Stepping “aside” Cycle 2.5—Stepping “aside” Cycle 3—Dissertation in Practice

Using AR to Foster Inquiry Conclusions Four strengths of AR AR can be scaffolded by faculty AR affords development of Inquiry as Practice Research supports use of AR Thank you Questions