This study was an autoethnography about inquiry learning and teaching through extraction and construction of meaning from experience. Using a collaborative autoethnography methodology I explored experiences in my past with others in the field through a “critical friend” Blog, to unpack what may have enabled me to value inquiry-based teaching as a physical education teacher. I created narratives from my autoethographic data and again shared them with my Blog members, inviting critical responses. Over an eight month period I created a community of learners with purposefully selected colleagues working in an International Baccalaureate Primary Years Programme curriculum school in the Middle East. I shared my narratives with my colleagues in order to support, question, connect or contrast my personal findings. Through our dialogues we came together to unpack our understandings of learning, who we were as learners, teaching, who we were as teachers and inquiry. As a community of learners exploring our experiences and perceptions, our understanding of constructivism evolved. This study revealed the tensions that exist between what teachers know about learning for meaningful understanding and the disabling learning and teaching environments they are and have been a part of.

This study was an autoethnography about inquiry learning and teaching through extraction and construction of meaning from experience. Using a collaborative autoethnography methodology I explored experiences in my past with others in the field through a “critical friend” Blog, to unpack what may have enabled me to value inquiry-based teaching as a physical education teacher. I created narratives from my autoethographic data and again shared them with my Blog members, inviting critical responses. Over an eight month period I created a community of learners with purposefully selected colleagues working in an International Baccalaureate Primary Years Programme curriculum school in the Middle East. I shared my narratives with my colleagues in order to support, question, connect or contrast my personal findings. Through our dialogues we came together to unpack our understandings of learning, who we were as learners, teaching, who we were as teachers and inquiry. As a community of learners exploring our experiences and perceptions, our understanding of constructivism evolved. This study revealed the tensions that exist between what teachers know about learning for meaningful understanding and the disabling learning and teaching environments they are and have been a part of.

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The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.

<p>The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.</p><p>While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.</p><p>International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.</p><p>Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.</p><p>This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).</p><p>The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.</p>

The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5. While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning. International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing. Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme. This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test). The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.