My dissertation study followed four New York City educators as they participated in a yearlong inquiry-based professional development group focused on assistive technology. The teachers engaged in a cyclical inquiry process (i.e., investigating a practice, developing an inquiry topic or question, collecting data, reflecting with other professionals, taking action within the classroom, and sharing knowledge)….
Kara Gustafson Hollins is a Senior Staff Developer for the Teachers College Inclusive Classroom Project. She earned a B.S. in Inclusive Elementary & Special Education and Fine Arts from Syracuse University, her M.A. in Curriculum and Literacy Studies from the University of North Carolina at Chapel Hill, and an Ed.D. in Curriculum and Teaching at Teachers College, Columbia University. Kara has taught throughout the elementary and middle school grades, and was a K-5 literacy coach. A former Teachers College Reading and Writing Project staff developer, Kara has supported schools in New York City and across the country with inclusive literacy practices. Kara currently teaches in the Preservice Elementary Inclusive Program at Teachers College, and has also taught the Literacy Specialist Program.