Inquiry activities can be especially beneficial for students in low-income schools, yet resource demands can impede equitable scaling¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports that investigators have found inquiry activities especially beneficial for students in low-income schools, while noting that some inquiry environments require resources and teacher skills that are less available or inequitably allocated in those schools. → Roschelle 2021

Evidence¶

Roschelle 2021¶

Roschelle, J., Mazziotti, C. & Means, B. (2021). Scaling Up Design of Inquiry Environments. In C. Chinn & R.G. Duncan et al (Eds.), International Handbook on Learning and Inquiry. Routledge. ISBN 9781138922600. https://isbnsearch.org/isbn/9781138922600 doi:10.4324/9781315685779-7

q2 · i? · review · r2

The chapter reports, citing Ben-David & Zohar (2009), a benefit of inquiry activities for low-income school students, and frames equity as an added layer of the scaling challenge because required resources, teacher skills, and teacher mobility differ across schools. The chapter prints no effect size for this attributed finding.

"Indeed, investigators have found that inquiry activities can be especially beneficial for students in low-income schools (Ben-David & Zohar, 2009)."

Discussion¶

Related Claims¶

• Intellectually Challenging Assignments Remain Variable and Not Widespread in Chicago Elementary Schools — related
• Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence — a broader claim this one bears on
• Meta-analysis of 37 inquiry-based instruction studies found an overall positive effect moderated by epistemic focus and teacher leadership — related
• Some students found the guided-inquiry worksheet activities insufficiently thought-provoking and the data exchange troublesome — related
• Florida shows more equitable advanced course offerings between high- and low-poverty schools, attributed by others to statewide opportunity efforts begun in the early 2000s — related
• Low-income US schools focus most on testing and have the fewest resources for interest-driven activities — related