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Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

In this paper, we describe a case study of an undergraduate course on research methodology, in which lecture was reduced to a minimum and replaced with experiential learning activities. The course design was project-based and spiraled through four phases: a mini-lecture on a given research method, an "early practice" activity, and "reflection on practice" tutor-guided small group collaborations which led to deeper understanding of the given research method. This particular course design constitutes a paradigm shift in comparison to the predominant in Greek higher education didactic pedagogical model. How this paradigm shift was received and experienced by the participating students? In order to get rich insights into the lived experiences of the participants (N=15), we adopted a blended qualitative research approach: thematic analysis combined with students' critical reflections on their experience, aiming to produce a thick description of our intervention. The course design and implementation positioned students and their tutors as knowledgeable actors able to contribute research insights through their transactions.

This article situates the contributions to this special issue. It does so by examining the process of methodological justification and the relations between the content of knowledge and the context of production. Boundary work concerning these dynamics, along with issues applicability and credibility, along with the university as a core site of social research practice, are discussed. Once engagement with communities comes into the process of co-production, there is an ambivalence both among academics and universities concerning the place of such work. This leads to a set of devilish dichotomies in research practice that requires intensive boundary work in a process characterized as active intermediation between varying expectations. Framing the contributions in this way enables an enlargement of the scope of research with different communities in terms of boundaries of practice, whilst also questioning the selectivity that informs the impact and engagement agendas in universities.

Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contributions of youth participatory action research collaborations for the teaching of critical qualitative research. We discuss strategies developed and implemented in an after-school youth participatory action research seminar in order to highlight how collaborative educational spaces can contribute to teaching and engaging in critical qualitative research. We also reflect, in our role as educators and researchers, on the possibilities and limitations of teaching qualitative research critically and reflexively, particularly at the intersection of qualitative action research, critical literacies, and youth social action. We conclude with a discussion of the broader implications of collaborative inquiry for the teaching of qualitative research in education and beyond.

The article presents an analysis of practices in teaching with computer-supported collaborative inquiry learning environments. We describe the role of the teacher in computer-supported collaborative inquiry learning by five principles which span the whole instructional process, from the preparation of the lesson up to the assessment of learning achievement. For successful implementation of computer-supported projects the teacher has to (1) envision the lesson, (2) enable collaboration, (3) encourage students, (4) ensure learning, and (5) evaluate achievement. We analyse classroom scenarios provided by eight teachers or mentors who implemented one of four different approaches developed by multimedia researchers: WISE, Modeling Across the Curriculum, Co-Lab, or ReCoIL. Teachers or mentors responded to a semistructured questionnaire about their experiences in implementing the inquiry lesson. A comparison of different classroom scenarios according to the mentioned five principles informed our analysis of teacher activities that contribute to the success of student inquiry while using such technology-enhanced approaches. We conclude with a discussion of the often neglected role of the teacher in computer-supported learning.

Collaborative inquiry and conversational learning are approaches to management education and learning in which participants construct knowledge together through dialogue. Both approaches advocate letting go of control to allow insight to emerge through free-flowing conversation, but little has been written about how to accomplish this. Furthermore, these approaches contradict expectations about learning among both teachers and students and raise fears of discussion degenerating into pointlessness. This article presents the idea of "meandering"—wandering casually without urgent destination—as a way of framing a conversation process that can help management educators loosen control without being out of control. It is based on a case of group learning generated by the six authors at the 2019 Research in Management Learning and Education Unconference. Our conversational learning process, which we described as meandering, was not only pleasant and rewarding but also led to a concrete action plan and research agenda. In this article, we demonstrate and discuss the highly relational, embodied, and contextual nature of meandering and propose a research agenda for generating more knowledge about this method and how to put it into practice in management learning and education.

This article introduces an Australian adaptation of an approach to supporting school leadership and improvement pioneered by educationalists David Townsend and Pam Adams, from Alberta, Canada. Referred to as the North Coast Initiative for School Improvement, the adaptation involved school leaders, academics, and government officials who combined to implement the twin processes of collaborative inquiry and generative dialogue at about sixty primary and secondary schools across the North Coast region of New South Wales, Australia. The initiative appears from all reports to have been both well received and highly impactful, including in terms of improved student performance. This issue of the AJER offers an exploration from an Australian perspective of the principles underpinning the two processes. It also presents case studies from an Australian setting of the impact of these processes on school leadership and improvement. Key words: collaborative inquiry, generative dialogue, North Coast Initiative for School Improvement, school leadership, school improvement Cet article présente l'adaptation australienne d'une approche de soutien à la direction et à l'amélioration des écoles mise au point par les pédagogues David Townsend et Pam Adams de l'Alberta, au Canada. Connue sous le nom de North Coast Initiative for School Improvement, cette adaptation a impliqué des leaders scolaires, des universitaires et des représentants du gouvernement qui se sont associés pour mettre en œuvre les processus jumeaux d'enquête collaborative et de dialogue génératif dans une soixantaine d'écoles primaires et secondaires de la région de la côte nord de la Nouvelle-Galles du Sud, en Australie. D'après tous les rapports, l'initiative semble avoir été à la fois bien accueillie et très efficace, notamment en termes d'amélioration des résultats des élèves. Ce numéro de l'AJER propose une exploration d'un point de vue australien des principes qui sous-tendent les deux processus. Il présente également des études de cas d'un contexte australien de l'impact de ces processus sur la direction et l'amélioration des écoles. Mots clés : enquête collaborative, dialogue génératif, leadership scolaire, amélioration des écoles, North Coast Initiative for School Improvement

AbstractThe purpose of this article is to share experience of a strategic intervention adopting a collaborative inquiry (CI) process that took place in a formal institutional setting and which evolved into a community‐based inquiry. The article illustrates the CI process through a twelve‐month exploration with a group of senior managers from within the UK Civil Service. The form of CI demonstrated is similar to what has become known as community based research, in that all participants collaboratively pursued the inquiry. A critical element of this collaborative inquiry is that although it started formally and did not spontaneously emerge from the inquiry community, its members shaped the inquiry, conveyed the message, acted as advocates and evaluated the outcomes of the inquiry. The impact of this inquiry is now being positively felt within the UK Civil Service as the members of the inquiry community apply their learning within their own departments. Copyright © 2002 John Wiley & Sons, Ltd.