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Author ORCID Identifier

https://orcid.org/0009-0006-1962-0332

Date Available

4-27-2026

Year of Publication

2026

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Curriculum and Instruction

Faculty

Kathy Swan

Faculty

Ryan Crowley

Abstract

This dissertation explores inquiry-based instruction for English Learners (ELs) in secondary social studies classes. The first article explored the existing literature in the field. The second article considered instructional design choices that could increase learning outcomes in an inquiry designed for ELs, implemented in a culturally and linguistically responsive classroom. Finally, the third article is an exploratory case study that examined how a secondary high school social studies teacher and ESL co-teacher designed and implemented inquiry-based instruction in a co-taught ESL class. The research questions included: 1. How do teachers build trust in a culturally and linguistically responsive social studies classroom? and 2. How do teachers create opportunities for collaboration, deliberation, and production? This study collected data related to the teachers’ design and instructional choices across several inquiries in a Civics course that included ELs and native English speakers. The data collected was analyzed through the lens of Swan, Lee, and Grant’s (2013) Inquiry Design Model, and Swan, Lee, and Grant’s (2023) Deliberation, Collaboration, and Production model for building a culture of trust. The study identified two broad themes: Effective inquiry design can build trust for all students, including ELs; and best practices for ELs can benefit all students.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.136

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