The Co-Inquiry Journal explores innovative approaches
for early childhood education, early childhood teacher education and
professional development. In connection with journal articles, an educational
weblog (blog) includes multimedia documentation from early childhood
classrooms and programs that facilitates interchange among early childhood
educators on the practical applications of theory and research.
For more information on the co-inquiry process, see
the summary below.
In collaboration with the D. Paul Fansler Institute
for Leadership in Early Education and the Joyce M. Huggins Early Education
Center at California State University, Fresno, the Co-Inquiry Journal is
linked to the Co-Inquiry Blog, a resource for educational
interchange for the articles appearing in the journal. In using the
blog, participants are able to contribute their own analyses and reflections
concerning the documentation as well as links to research and other
resources for professional development.
The links for each article are indicated in the body
of the paper. The Co-Inquiry Blog is password protected and separate
registration is required.
The Co-Inquiry Journal is published quarterly (Spring,
Summer, Fall and Winter) by Semiotic Concepts. By registering for the
journal, you will receive an email when the new edition becomes available.
SUBMITTING TO THE JOURNAL
E-mail a cover letter, one copy of the article and
links to electronic documentation to webmaster@coinquiry.org.
APA style should be used in preparing the paper. Authors do not receive
fees or royalties for papers selected for publication. The journal
does not accept articles already published elsewhere in print or electronic
format and expects that articles have not been simultaneously submitted
to other publications.
ABOUT THE WEB DEVELOPMENT GROUP
SHAREEN ABRAMSON, Ph.D., is the D. Paul Fansler Chair for Leadership
in Early Childhood Education, Director of the Joyce M. Huggins Early
Education Center (Huggins Center) and Coordinator, Graduate Program
in Early Childhood Education at California State University, Fresno
(Fresno State). She earned her PhD (1981, Early Childhood Education)
from Peabody College for Teachers - Vanderbilt University, MA (1978,
Curriculum and Instruction) from Antioch University and BA (1972, English)
from UCLA. Her writing and research interests include: innovative approaches
in early education, diverse learners, early literacy and professional
development. Her previous classroom teaching experience spans infant/toddler,
preschool, kindergarten and primary grades. Find out more about
Shareen's professional journey
Shareen has recently embarked on a new professional adventure, developing
the Co-Inquiry Journal and the Co-Inquiry Blog to improve learning,
teaching and professional development. These online educational projects
use documentation to facilitate research and dialogue among a community
of scholars and practitioners to promote “communicative literacy,” a
new standard for education and curriculum development.
OTTO BENAVIDES, Ed.S., is Associate Professor, Curriculum
and Instruction, Director, Instructional Technology Resource Center
and Director, NASA Education Resource Center at Fresno State. Otto
is an Apple Distinguished Educator with expertise in international
exchange and collaboration. http://education.csufresno.edu/facstaff/benavides_o.htm
What is the Co-Inquiry
Meeting? A Summary
DOCUMENTATION — COMMUNICATION — ACTION:
Co-inquiry meetings for facilitated interchange
Summary
Collaborative inquiry (co-inquiry) meetings facilitate
professional interchange for the purpose of making change. A practical
way for educators to collaborate and learn from one another using documentation,
co-inquiry heightens the focus on children’s development and
learning, promotes interaction, enhances communicative literacy and
creates a culture of professional development.
The co-inquiry meeting is held weekly in a comfortable
setting and lasts about two hours. Only one or two presentations are
made. An individual within the group may act as the facilitator. The
format for the co-inquiry meeting includes three stages: documentation,
communication and action:
Documentation
A participant begins the co-inquiry by presenting documentation
of a classroom experience to the group. The presentation should consider
a problem, an observation or a situation of interest rather than
a specific project or learning activity.
Communication
Each participant takes a turn to describe an aspect of the experience
that was interesting, important or provocative.
Each participant takes a turn to ask a question concerning the
implications of the experience for understanding teaching or learning
(questions are not necessarily answered at this time and may require
additional reading or classroom research).
Action
Participants move to open dialogue and brainstorming
on how the experience could continue to be developed.
Based on the comments, questions and ideas, the
presenter creates a “plan of possibility” that might
be explored with the children in the coming week.
Documentation of these new experiences becomes the
basis for future inquiry meetings and the continuation of the process.
To summarize, after the presentation of documentation
(Stage I), communication proceeds in a circular fashion (Stage II).
Each participant has a chance to comment, ask for clarification or
raise a question (or pass) in the order of seating. In the action discussion,
participants freely brainstorm their ideas and collaborate on planning
with the presenter (Part III).
Alternatives to on-site co-inquiry include meetings
before or after work and electronic interchange such as the Co-Inquiry
Blog.
Abramson, S. (Spring, 2006). DOCUMENTATION — COMMUNICATION—ACTION:
Co-inquiry meetings for facilitated interchange (Summary). Co-Inquiry
Journal, 1(1), 3-4.
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