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Utvecklingsarbetets syfte var att göra eleverna delaktiga i utformandet av den fysiska miljön på fritidshemmet samt att delaktigheten skulle öka motivationen hos eleverna till att ta eget initiativ på fritidshemmet. Detta projekt har genomförts efter en nulägesanalys på ett fritidshem där behovet av att göra eleverna delaktiga i den fysiska miljön fanns. Projektet baserades på Rönnemans (1998) beskrivning av en aktionsforskningsmodell: planera, agera, observera och reflektera. Vi genomförde tre aktioner tillsammans med eleverna på fritidshemmet. Eleverna som deltog i projektet var i åldrarna 9–12 år. Första aktionen bestod av att eleverna fick rita sina önskemål på färdiga ritningar och komma med förslag på hur de ville att fritidshemmets inomhusmiljö skulle se ut. Baserat på elevernas ritningar och förslag genomfördes aktion två och tre, där två olika ommöbleringar gjordes av den fysiska miljön på fritidshemmet. Under varje aktion genomfördes informella samtal och observationer för att få underlag till vidare reflektion. Resultatet tyder på att eleverna upplevt en ökad delaktighet och motivation när de fått önska vad som skulle finnas på fritidshemmet men projektet hade behövt mer tid för att kunna få ett hållbart resultat på längre sikt. Alla bilder som är med i arbetet har vi tagit själva med godkännande av lärarna på Rubinen. Figurerna har vi illustrerat själva.

<p>The decline in Americans’ civic knowledge and engagement is alarming and concerning for U.S. democracy. Over the years, there has been an increasing concern about the amount of civic knowledge and content taught in schools, students’ civic scores, equipping classrooms with civic learning opportunities, and federal funding for students in civics and civic programs. Thus, extant literature shows four critical gaps of concern: 1) curriculum gap, 2) knowledge gap, 3) research gap, and 4) funding gap. As a result, studies on civic readiness have become essential due to the growing concern for reinforcing civic readiness in U.S. classrooms. However, despite the National Council for the Social Studies (NCSS) advocacy for inquiry as the best practice for social studies teaching and using the Inquiry Design Model (IDM) in teaching inquiry across all social studies disciplines [history, civics, geography, economics], few studies examine the civic readiness of middle-graders using inquiry-based approaches, such as the IDM. Likewise, research examining how different schools are equipped with civic learning opportunities, practices, and access to resources for students is limited. This study employed a multiple-case design to investigate how inquiry-based instructional approaches, such as IDM, foster the civic readiness of middle graders in seven middle-grade social studies classrooms in a midwestern school. Multiple datasets were used, including 14 teacher interviews with seven middle-level social studies teachers, 162 class observation hours, and 246 documents/content analyses. This study argues that there are barriers to middle graders’ civic readiness, and teachers employ different strategies in diagnosing and addressing the barriers; however, inquiry teaching, using the IDM, is an effective instructional approach and plays a pivotal role in fostering civic readiness of middle graders. The findings highlight seven barriers for middle graders in their preparation for civic readiness. Participants shared five strategic ways to diagnose those barriers and five approaches to address them. The study further highlights practical implications for teachers and students, teacher preparation programs, policymakers and teacher educators, and future research. </p>

There has been a declining interest in science by adolescents as they mature in the American school system (Anderman & Young, 1994). Inquiry-based teaching is a supported practice with the aim of shifting science teaching to better engage students. This study offers a qualitative analysis of teachers’ perceptions and implementation of inquiry-based teaching in secondary classrooms by examining perceptions, co-planning, assessment selection, and classroom instruction. By using survey data, applying the Science Teacher Inquiry Rubric (STIR) as an observation tool, and collecting qualitative data from teacher planning documents and assessments, the present study fills a critical gap in inquiry-based teaching scholarship. The results show that teachers think that inquiry involves student-centered activities and curricular agency, that the teacher’s role is that of a facilitator, and that inquiry yields a practice or product. Teachers use online resources and previously outlined units and focus their attention on student outcome goals during co-planning sessions. The STIR data revealed that the student assessments and classroom experiences were teacher-centered. / Educational Leadership

This research study explored the role of the elementary art educator in facilitating individualized learning experiences for students in contrast to a standardized culture of education. The methodology of a/r/tography was used to investigate the role of the teacher, as well as artist and researcher, within an inquiry-based art curriculum for a fifth grade class. Inspired by contemporary art practices, students used inquiry to investigate, research and experiment with their ideas around an integrated topic of compare and contrast as found within the fifth grade science and language arts standards. Students created a work of art as a means to inquire or in reaction to an inquiry. This study hopes to persuade educators, specifically elementary art educators, to guide students toward personal and meaningful learning.

Since the publication of the National Science Education Standards in 1996 efforts have been made to include inquiry into school science programs. An addendum on inquiry to these standards was published in 2000 presenting five essential features of classroom inquiry as indicators of the active use of inquiry in a science lesson. The purpose of this content analysis was to examine and identify the presence of these five essential features of classroom inquiry within publisher-identified inquiry activities found in the 2000 and 2010 teacher's editions of the third grade science textbooks published by Scott Foresman. The textbooks were read and coded using each of the five essential features of classroom inquiry as a priori categories. Data from both textbook editions indicated that although these activities were identified as inquiries, only a few contained all five essential features, while about half contained none. Approximately half of the publisher-identified inquiries were partial inquiries, containing less than five of the essential features. Teachers who use these resources should be aware of the presence or lack of the essential features in order to supplement the science curriculum. Publishers need to be more explicit in including these features and further research should be conducted in more textbooks to better understand the quality and quantity of inquiry activities found within these resources.

This dissertation considers the incommensurable interests of people, fossil capital, federal energy politics, and place in Northern Canada during the 1970s. By the late 1960s, the insatiable North American appetite for fossil fuels had turned its attention toward the Arctic region. After the discovery of rich deposits in Prudhoe Bay, Alaska, in 1968, largescale energy projects were proposed to access and exploit these Arctic natural resources. Canada participated in this northern oil rush; an exploration of oil and gas in the Arctic regions was accelerated in the early 1970s. The next challenge involved transporting the oil and gas to southern markets. In 1974, the Canadian federal government initiated the Mackenzie Valley Pipeline Inquiry to investigate the social, environmental, and economic effects of the pipeline routes proposed by a consortium of American and Canadian oil companies through the Mackenzie River Valley in the Northwest Territories where it would connect with existing pipeline infrastructure in northern Alberta. The Inquiry’s report recommended against immediate construction, encouraging instead a ten-year moratorium. Inquiry commissioner Thomas Berger’s report rationalized the delay to make time for settling Indigenous land claims in the region and for taking conservation measures to protect some key areas in the Mackenzie River Valley. In this dissertation, I examine how the discussion around pipeline construction shaped the meaning of the North, self-determination, and cultural recognition. In this dissertation, I particularly focus on how Indigenous peoples asserted their claims by rejecting state-driven policies and the interests of fossil-fuel capitalism in the North. / Thesis / Doctor of Philosophy (PhD) / Through the close reading of the Mackenzie Valley Pipeline Inquiry hearings, I examine how the discussion around energy development shaped the 1970s’ contentious Canadian politics of nation and North. Central to this debate, I focus on how Indigenous peoples asserted their land claims by challenging and refusing the settler state policies and the interests of fossil-fuel capitalism in the western Northwest Territories in the 1970s. By using the Inquiry process, northern Indigenous peoples challenged the idea that the state had a legitimate authority to decide and control the future or destiny of a territory or peoples in its defined borders.

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