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Contextual Factors Influencing High School Teachers’ Interactions With an Inquiry-Based, Civic Engagement Curriculum: A Qualitative Multi Case Study
The purpose of this qualitative multi case study is to identify the obstacles and pathways to promoting civic engagement within a classroom that has a teacher dedicated to inquiry-based learning. This research is part of the Citizenship - Water Quality Curriculum Project. Members of this project create and pilot an interdisciplinary curriculum, Protecting Our Waters, which focuses on promoting civic engagement through inquiry-based learning principles. The curriculum centers particular attention on spreading awareness of how poor water quality affects public health, developing scientific and social science research skills, and encouraging students to be civically engaged. The findings of this research suggest teachers who are committed to developing students’ civic engagement will apply inquiry-based learning pedagogical strategies, but will face contextual factors, within the school environment and local community, which will hinder their implementation. Despite the obstacles from contextual factors, there are also pathways teachers may take to promote active civic engagement in their classrooms.
Education|Curriculum development|Public health
Hamblin, Taylor S, "Contextual Factors Influencing High School Teachers’ Interactions With an Inquiry-Based, Civic Engagement Curriculum: A Qualitative Multi Case Study" (2023). ETD collection for University of Nebraska - Lincoln. AAI30574985.