This paper outlines a study conducted by Joni and Brian since 1998 exploring how middle school science teachers interpret and implement a shift to inquiry-based science.
"Our goal was to listen to teachers' voices, watch their practice, and explore the school and district context within which they are enacting their understanding of inquiry. We have found that one strong influence on teachers' enactment of inquiry-based science is the degree of coherence provided by the district's vision of this reform."
