Welcome

The Center for Inquiry in Education (CFIE) (formerly known as “the Center for Practitioner Research”) originated in 2010 on the initiative of several National College of Education (NCE) faculty members led by former Associate Dean, Dr. Arlene Borthwick, as an effort to provide a forum for college faculty and students to share their research and scholarly accomplishments and initiatives. 

An electronic journal, inquiry in education (i.e.) was conceived under the auspices of the center at the same time. The original purpose of the center and the journal was to promote research and scholarship focusing specifically on school-based contexts with teacher inquiry at the core. 

In recent years, i.e. has expanded its aims and scope by inviting submissions from practitioners and scholars representing various fields of education and related disciplines. The expansion to include a more diverse range of authorship necessitated the change in the title of the center. Today, we celebrate the success of the journal and the contributions to the field of educational inquiry. In 2019 inquiry in education gained ERIC recognition and continues to attract submissions from national and international authors, allowing dissemination of a broad range of scholarship to the education community. 

 The Center for Inquiry in Education promotes inquiry in a variety of areas in the diverse fields of education, garnering interest of both scholars and practitioners. These focus areas include but are not limited to classroom practice, educational leadership, foundations, curriculum, practitioner training, and action research in education. The CFIE allows scholars and practitioners to share their experiences and expertise as part of a larger learning community. 

We conceive of educational inquiry as encompassing historical, sociocultural, philosophical, ideological, linguistic, comparative, and international aspects of education. We value educational inquiry that contributes to the wealth of knowledge produced by the professionals pursuing improvement of their practice in P-12, postsecondary, and other educational settings. Our goal is to bring rigor and innovation to our scholarly pursuits and encourage others to join in on the ultimate journey of intellectual curiosity and practical outcomes of our endeavors.