Our research to expand an understanding of classroom inquiry begins with our work
to recruit, support, and characterize classroom audiences and learning environments that
extend beyond the usual “self-starter” teachers and well-supported school contexts. We
looked for teachers whose working conditions discouraged attempts to seek out innovative
science education reform programs. Such teachers were found in resource-challenged urban
school districts. The result of these efforts led to the characterization of two different types
of teachers, what we call maverick and urban teachers.