ABSTRACT
This chapter presents strategies and examples of English Language Arts teachers finding collegial support for their inquiry, both face-to-face and through social media, and within and beyond the education class setting. Keeping their students’ needs at the forefront, this chapter shows how teachers move from an area of interest or concern to a specific, actionable focus for their inquiry. Specific concerns and interests of English Language Arts teachers are discussed, including the place of choice, diversity, and technology in the English Language Arts curriculum. The role of reflection within an inquiry community throughout the research process is also highlighted.
