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Unpacking the rural-urban gap of teacher involvement in inquiry-based working : the roles of school research culture and infrastructure

Yuqiao Luo (UGent) , Hanne Tack (UGent) , Martin Valcke (UGent) , Huang Zuo and Ruben Vanderlinde (UGent)
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Abstract
This study was conducted to further explore the possible mechanism behind the finding that rural teachers are disadvantaged for participation in inquiry-based working compared to their urban counterparts. School organisation factors are the most obvious mediating variables since they can be easily connected with wider school regional features and with the behaviour of teachers. The contributions of two organisational factors, school research culture and school research infrastructure were studied. A multilevel structural equation model was developed based on data collected from 5566 Chinese teachers working in 114 primary schools. The results reveal the disparity in teacher-perceived school research culture and infrastructure between rural teachers and urban teachers. Perceived school research culture is positively related to teacher involvement in inquiry-based working, and mediates the rural-urban gap of teacher involvement in inquiry-based working at the between-level. The implications of these results and the theoretical, methodological, and practical contributions of this study are discussed.
Keywords
Education, Inquiry-based working, school research infrastructure, Rural primary teacher, teacher professional development

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Citation

Please use this url to cite or link to this publication:

MLA
Luo, Yuqiao, et al. “Unpacking the Rural-Urban Gap of Teacher Involvement in Inquiry-Based Working : The Roles of School Research Culture and Infrastructure.” PROFESSIONAL DEVELOPMENT IN EDUCATION, 2024, pp. 1–18, doi:10.1080/19415257.2022.2155985.
APA
Luo, Y., Tack, H., Valcke, M., Zuo, H., & Vanderlinde, R. (2024). Unpacking the rural-urban gap of teacher involvement in inquiry-based working : the roles of school research culture and infrastructure. PROFESSIONAL DEVELOPMENT IN EDUCATION, 1–18. https://doi.org/10.1080/19415257.2022.2155985
Chicago author-date
Luo, Yuqiao, Hanne Tack, Martin Valcke, Huang Zuo, and Ruben Vanderlinde. 2024. “Unpacking the Rural-Urban Gap of Teacher Involvement in Inquiry-Based Working : The Roles of School Research Culture and Infrastructure.” PROFESSIONAL DEVELOPMENT IN EDUCATION, 1–18. https://doi.org/10.1080/19415257.2022.2155985.
Chicago author-date (all authors)
Luo, Yuqiao, Hanne Tack, Martin Valcke, Huang Zuo, and Ruben Vanderlinde. 2024. “Unpacking the Rural-Urban Gap of Teacher Involvement in Inquiry-Based Working : The Roles of School Research Culture and Infrastructure.” PROFESSIONAL DEVELOPMENT IN EDUCATION: 1–18. doi:10.1080/19415257.2022.2155985.
Vancouver
1.
Luo Y, Tack H, Valcke M, Zuo H, Vanderlinde R. Unpacking the rural-urban gap of teacher involvement in inquiry-based working : the roles of school research culture and infrastructure. PROFESSIONAL DEVELOPMENT IN EDUCATION. 2024;1–18.
IEEE
[1]
Y. Luo, H. Tack, M. Valcke, H. Zuo, and R. Vanderlinde, “Unpacking the rural-urban gap of teacher involvement in inquiry-based working : the roles of school research culture and infrastructure,” PROFESSIONAL DEVELOPMENT IN EDUCATION, pp. 1–18, 2024.
@article{01GMX174B83YHYHDKXM02PBCDR,
  abstract     = {{This study was conducted to further explore the possible mechanism
behind the finding that rural teachers are disadvantaged for participation
in inquiry-based working compared to their urban counterparts. School
organisation factors are the most obvious mediating variables since they
can be easily connected with wider school regional features and with the
behaviour of teachers. The contributions of two organisational factors,
school research culture and school research infrastructure were studied.
A multilevel structural equation model was developed based on data
collected from 5566 Chinese teachers working in 114 primary schools.
The results reveal the disparity in teacher-perceived school research culture
and infrastructure between rural teachers and urban teachers.
Perceived school research culture is positively related to teacher involvement
in inquiry-based working, and mediates the rural-urban gap of
teacher involvement in inquiry-based working at the between-level. The
implications of these results and the theoretical, methodological, and
practical contributions of this study are discussed.}},
  author       = {{Luo, Yuqiao and Tack, Hanne and Valcke, Martin and Zuo, Huang and Vanderlinde, Ruben}},
  issn         = {{1941-5257}},
  journal      = {{PROFESSIONAL DEVELOPMENT IN EDUCATION}},
  keywords     = {{Education,Inquiry-based working,school research infrastructure,Rural primary teacher,teacher professional development}},
  language     = {{eng}},
  pages        = {{1--18}},
  title        = {{Unpacking the rural-urban gap of teacher involvement in inquiry-based working : the roles of school research culture and infrastructure}},
  url          = {{http://doi.org/10.1080/19415257.2022.2155985}},
  year         = {{2024}},
}

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