@article{himes_spires_krupa_borden_eagle_2023, title={Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/11/1099}, DOI={10.3390/educsci13111099}, abstractNote={Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included transcripts from student and teacher focus groups conducted before, during, and after the PBI Global process. Three themes emerged (1) creating global awareness of water issues, (2) learning to collaborate in remote and hybrid contexts, and (3) enhancing self-efficacy through iterative learning. The discussion focuses on the affordances and challenges of engaging in PBL during non-voluntary online learning, as well as study limitations and directions for future research.}, number={11}, journal={EDUCATION SCIENCES}, author={Himes, Marie P. and Spires, Hiller A. and Krupa, Erin E. and Borden, Margaret L. and Eagle, Jessica L.}, year={2023}, month={Nov} }
 @article{bausell_himes_spires_2023, title={Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course}, volume={7}, ISSN={["1538-9286"]}, DOI={10.1080/08923647.2023.2227033}, abstractNote={This mixed methods designed-based research (DBR) study explored one iteration of an online teacher professional development (oTPD) course about K-8 English language pedagogy. The study examined 85 educators’ beliefs pre- and post-course about teaching academic and literacy content to English Language Learners (ELLs) and analyzed their discursive engagement. Quantitative findings indicated that the course positively impacted participants’ beliefs no matter their professional characteristics (i.e. educator type, grade levels taught, and years of experience in education). A thematic analysis of forum posts revealed competing patterns of unsituated pedagogical discourse, in which participants wrote about course content in isolation, and situated pedagogical discourse, wherein participants contextualized and extended course content within their unique professional contexts. The discussion describes study findings in relation to existing DBR and socio-constructivist theory and includes design recommendations to increase participant use of situated pedagogical discourse. Implications for future research and oTPD course design are included.}, journal={AMERICAN JOURNAL OF DISTANCE EDUCATION}, author={Bausell, Sarah B. and Himes, Marie and Spires, Hiller A.}, year={2023}, month={Jul} }
 @article{spires_himes_krupa_2022, title={Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration}, volume={12}, ISSN={["2227-7102"]}, url={https://doi.org/10.3390/educsci12060412}, DOI={10.3390/educsci12060412}, abstractNote={Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and student motivation (n = 75), transcripts from student focus groups (n = 26), and students’ multimodal learning products (n = 18 teams). The quantitative findings indicated School B students were more motivated by the project than School A students, which mirrored student performance. The student focus group findings generated three themes: constructing empathy, learning for impact, and navigating challenges. The discussion focuses on an integrated view of what students gained and did not gain from the PBI Global experience, including a nuanced explanation of how motivation and content knowledge may be influenced by student experiences and school contextual factors during PBI Global. Implications for instructional practice highlight how relationship building, mutual respect, and consensus making are essential components of constructing cross-school collaborations and the importance of integrating instructional frameworks with teachers and students. Future research will focus on investigating the effects of PBI Global on student learning in cross-school partnerships through experimental-designed studies, and the systemic and structural barriers to scaling cross-school inquiry-based learning.}, number={6}, journal={EDUCATION SCIENCES}, publisher={MDPI AG}, author={Spires, Hiller A. and Himes, Marie P. and Krupa, Erin}, year={2022}, month={Jun} }
 @article{spires_himes_lee_gambino_2021, title={"We Are the Future": Critical Inquiry and Social Action in the Classroom}, volume={53}, ISSN={["1554-8430"]}, url={https://doi.org/10.1177/1086296X211009283}, DOI={10.1177/1086296X211009283}, abstractNote={This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.}, number={2}, journal={JOURNAL OF LITERACY RESEARCH}, publisher={SAGE Publications}, author={Spires, Hiller and Himes, Marie and Lee, Crystal Chen and Gambino, Andrea}, year={2021}, month={Jun}, pages={219–241} }
 @article{spires_himes_paul_kerkhoff_2019, title={Going Global With Project-Based Inquiry: Cosmopolitan Literacies in Practice}, volume={63}, ISSN={["1936-2706"]}, url={http://dx.doi.org/10.1002/jaal.947}, DOI={10.1002/jaal.947}, abstractNote={Abstract}, number={1}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, publisher={Wiley}, author={Spires, Hiller A. and Himes, Marie P. and Paul, Casey Medlock and Kerkhoff, Shea N.}, year={2019}, month={Jul}, pages={51–64} }
 @article{spires_paul_himes_yuan_2018, title={Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US}, volume={91}, ISSN={["1873-538X"]}, url={https://doi.org/10.1016/j.ijer.2018.07.002}, DOI={10.1016/j.ijer.2018.07.002}, abstractNote={As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students’ demonstrations of the four capacities of Wahlström’s (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students’ posts and uploads in their shared writing space, Quip, and (d) the students’ PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students’ demonstration and development of educational cosmopolitan capacities.}, journal={INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}, publisher={Elsevier BV}, author={Spires, Hiller A. and Paul, Casey Medlock and Himes, Marie and Yuan, Chang}, year={2018}, pages={28–40} }