Adam B. A. Finkelstein
Alain Breuleux
Alane J. Starko
Ancient Egyptian Civilization
Ann Robinson
authentic science education
barriers to inquiry pedagogy
Big Gear
Carol Pollock
Cassidy A. Syer
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Category=JNA
Cathrine Le Maistre
Cognitive Moves
collaborative teaching strategies
creative problem solving models
Creative Variability
Culture Fair
curriculum
Curriculum Events
Deborah L. Butler
discovery
Discovery Learning
Enrichment Triad Model
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eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
F. Gillian Bramwell-Rejskind
fair
Fancesca Luconi
Follow
Frances Halliday
Glenn F. Cartwright
hidden
Hidden Curriculum
Hidden Curriculum Messages
Inquiry Based Learning
Inquiry Projects
inquiry-based
instruction
Joanne Nakonechny
Joint Curriculum Design
Judith B. McBride
Julia Hall
Kathy M. Nomme
learning
Lynn Butler-Kisber
Lynn Manconi
Marcia A. B. Delcourt
Marion A. Barfurth
Mark W. Aulls
Matthew K. B. Maennling
Michelle Schapiro
multicultural curriculum design
Multicultural Education
Nua Internet Surveys
overcoming obstacles in inquiry-based instruction
Paul's Class
Paul’s Class
Performance Block
Philip Cohen
Problem Finding
research
Robert J. Bracewell
science
Science Fair
Science Fair Project
Social Studies Movement
Susanne P. Lajoie
teacher
Teacher Research
technology integration in classrooms
Vice Versa
Wo
Product details
- ISBN 9780805827439
- Weight: 635g
- Dimensions: 152 x 229mm
- Publication Date: 29 Nov 2007
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Hardback
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A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts.
Bruce M. Shore, Mark W. Aulls, Marcia A.B. Delcourt
