Christine D Clayton
Biographic Data
| ID | 2178502 |
|---|---|
| NAME | Christine D Clayton |
| GIVEN NAMES | Christine D |
| FAMILY NAME | Clayton |
| SIGNATURE | CLAYTON C D |
| AFFILIATIONS | Pace University |
| ORCID | 0000-0001-5085-3528 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teachers and Students Inquiring in Tandem
Over nine years, a professional development program engaged teachers in inquiry as both a pedagogical tool and for professional learning. This study presents two exemplar teachers from the program who enacted consistently strong student inquiries while also exhibiting consistently strong appropriation of teacher inquiry. Results reveal a relationship between strong teacher and student inquiries that was limited, non-linear, and highly sensitive t…
Conceptualising inquiry outcomes
In this study of 211 teacher work samples derived from a professional development programme, teachers’ conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers’ student inquiries collected over nine years. Using a schema adapted from the literature, this paper presents a taxonomy of inquiry outcomes as engagement, as a means to develop content and sk…
A Conversation with Regent Frances Wills
This commentary retells a conversation with New York State Regent Frances Wills about policymaking in ways that value the human enterprise of teaching. The conversation addresses the first two years of Regent Wills’ appointment to the state policymaking body which happens to coincide with the pandemic and significant shifts in New York’s educational policies. Topics discussed include widening the lens in policymaking, lessons from the pandemic, t…
Using Wenger's Communities of Practice to Explore a New Teacher Cohort
This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative…
Curriculum Making as Novice Professional Development
This qualitative case study presents three novices in urban schools who enacted curricular projects as participants in a university-based professional development program. This experience created an opportunity for practical risk taking, enabling them to consider the consequences of curricular choices in personal terms. Such professional development pivoted on epistemological inquiry grounded in three critical tension areas: management of relatio…
Using Wenger's Communities of Practice to Explore a New Teacher Cohort
This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative…
Curriculum Making as Novice Professional Development
This qualitative case study presents three novices in urban schools who enacted curricular projects as participants in a university-based professional development program. This experience created an opportunity for practical risk taking, enabling them to consider the consequences of curricular choices in personal terms. Such professional development pivoted on epistemological inquiry grounded in three critical tension areas: management of relatio…
Curriculum Making as Novice Professional Development
This qualitative case study presents three novices in urban schools who enacted curricular projects as participants in a university-based professional development program. This experience created an opportunity for practical risk taking, enabling them to consider the consequences of curricular choices in personal terms. Such professional development pivoted on epistemological inquiry grounded in three critical tension areas: management of relatio…
Using Wenger's Communities of Practice to Explore a New Teacher Cohort
This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger's (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative…
A Conversation with Regent Frances Wills
This commentary retells a conversation with New York State Regent Frances Wills about policymaking in ways that value the human enterprise of teaching. The conversation addresses the first two years of Regent Wills’ appointment to the state policymaking body which happens to coincide with the pandemic and significant shifts in New York’s educational policies. Topics discussed include widening the lens in policymaking, lessons from the pandemic, t…
Conceptualising inquiry outcomes
In this study of 211 teacher work samples derived from a professional development programme, teachers’ conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers’ student inquiries collected over nine years. Using a schema adapted from the literature, this paper presents a taxonomy of inquiry outcomes as engagement, as a means to develop content and sk…
Teachers and Students Inquiring in Tandem
Over nine years, a professional development program engaged teachers in inquiry as both a pedagogical tool and for professional learning. This study presents two exemplar teachers from the program who enacted consistently strong student inquiries while also exhibiting consistently strong appropriation of teacher inquiry. Results reveal a relationship between strong teacher and student inquiries that was limited, non-linear, and highly sensitive t…
Pedagogy (4 works) · Psychology (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Political science (3 works) · Professional development (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Education and Critical Thinking Development (2 works) · Engineering (2 works)