The purpose of this interactive workshop is to illustrate the ways in which a teacher inquiry process supports in-service classroom teachers to personalize learning by incorporating empowering learning experiences into their P-12 classrooms. Through the inquiry process, teachers assess the need for change, implement a change, study the results, raise new questions, and cycle back through the process.  The inquiry process leads teachers to a deeper understanding of difference, particularly of multiple cultures, and to more effective and creative classroom practices. This workshop will support teachers to learn about and develop inquiry skills using hands-on activities. 

Elizabeth DeMulder

Elizabeth DeMulder is an Associate Professor of Education and Academic Program Coordinator of Transformative Teaching (TT), a professional development Master’s degree program for practicing teachers housed in George Mason University’s College of Education and Human Development, Graduate School of Education in the United States.

Elizabeth DeMulder is an Associate Professor of Education and Academic Program Coordinator of Transformative Teaching (TT), a professional development Master’s degree program for practicing teachers housed in George Mason University’s College of Education and Human Development, Graduate School of Education in the United States.

She earned a Ph.D. in Developmental Psychology from St. Johns College, Cambridge University. Her research concerns the study of interpersonal relationships in educational contexts, risk and protective conditions in children’s development and early education, and teacher professional development focusing on critical pedagogy and social justice issues. She co-edited a book entitled Transforming Teacher Education: Lessons in Professional Development (Bergin and Garvey, 2001) and has published her research in a variety of professional journals.

Jenice L. View

Jenice L. View is Associate Professor of Transformative Teaching at George Mason University in the United States.

Jenice L. View is Associate Professor of Transformative Teaching at George Mason University in the United States. Her research focuses on critical pedagogy in teacher professional development, the impact of history teaching on youth voice and civic engagement, and the uses of arts integration. She is creator and host of “Urban Education:  Issues and Solutions,” an award-winning cable television program. Among her many publications are two books she co-edited, “Why Public Schools?: Voices from the United States” and Canada, and the award-winning “Putting the movement back into civil rights teaching: A resource guide for classrooms and communities”.

Stacia M. Stribling

Stacia M. Stribling is an Assistant Professor in the George Mason University Graduate School of Education’s Transformative Teaching Master’s Program in the United States.

Stacia M. Stribling is an Assistant Professor in the George Mason University Graduate School of Education’s Transformative Teaching Master’s Program in the United States. She received her Bachelor’s Degree from Mary Washington College and her Master's and Doctoral Degree from George Mason University. Stacia’s research interests include early childhood education, critical literacy, teacher professional development, and multiculturalism. She is a Consulting Editor for “Voices of Practitioners”, a teacher research journal published by the National Association for the Education of Young Children (NAEYC), and is the past Secretary/Treasurer of the Teacher as Researcher Special Interest Group of the American Educational Research Association (AERA).  She has presented her research at national and international conferences and has published numerous journal articles and book chapters.