Inquiring professionals seek data-based change by posing questions or “wonderings,” collecting data to gain insights into their wonderings, analyzing the data along with reading relevant literature, making changes in practice based on new understandings developed during inquiry, evaluating those changes, and sharing findings with others. A PDS culture supports and celebrates the engagement of teachers and other PDS professionals in constructing knowledge through intentional, systematic, inquiry and using that knowledge to continually reform, refine, and change the practice of teaching. Inquiry has been a major focus of the Penn State-State College Area School District Elementary PDS Partnership that has grown and flourished, as evidenced by the impact on teaching and learning visible at the Teacher Inquiry Conferences held each year and by data collected during our program evaluation efforts.

Teacher As Inquirer

For abstracts of papers presented at previous years' Teacher Inquiry Conferences, select from the following links.

2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000 | 1999

For full-versions of select papers presented at the 2006-2007 Teacher Inquiry Conference, click on the conference proceedings book below.