The C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.
In this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.
Based on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.
This study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.
