Author ORCID Identifier
https://orcid.org/0009-0001-2611-233X
Date Available
12-15-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Curriculum and Instruction
Faculty
Kathleen Swan
Abstract
This exploratory case study examines how a group of social studies teachers refined their inquiry-based instructional practices over a school year. Research questions included: 1. How do teachers grow their use of questions, tasks, and sources? 2. What obstacles do teachers face when implementing inquiry? How do they work to overcome those obstacles? 3. How do teachers learn to trust the inquiry process, trust themselves to implement it, and trust their students to collaborate, deliberate, and produce meaningful work? This study examined teachers' design and instructional choices as well as their responses to student outcomes after implementing four inquiry experiences with their students as part of a professional learning cohort. Data was analyzed within the context of Guskey’s (2002) model of Teacher Change and Swan, Lee, and Grant’s (2013) Inquiry Design Model, and utilizing Swan, Crowley, and Swan’s (2023) Questions Tasks, Sources (QTS) Observation Instrument Protocol. The study identified two broad themes: Inquiry as an Instructional Practice and Inquiry as a Community of Learners. The teachers grew their inquiry instructional practice by developing navigational awareness, building students’ capacity, and creating cognitive space. Additionally, teachers grew relationally through responsiveness, authentic engagement, student agency, and interaction with other inquiry teachers. Findings highlight how sustained, practice-embedded support can empower teachers to navigate challenges, deepen student thinking, and cultivate a classroom culture of inquiry. This study speaks to the importance of approaching professional learning more holistically by developing social studies teachers’ inquiry mindset grounded in collaboration, reflection, and trust.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.507
Recommended Citation
Saccomanno, Alicia Michelle, "Growing an Inquiry Practice: A Case Study of Teacher Change in Social Studies Classrooms" (2025). Theses and Dissertations--Education Sciences. 150.
https://uknowledge.uky.edu/edsc_etds/150
