Inquiry in Education, Volume II
Overcoming Barriers to Successful Implementation
1st Edition
Published on 29. November 2007
Book
Paperback/Softback
368 pages
978-0-8058-2744-6 (ISBN)
Description
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.
More details
Series
Language
English
Place of publication
New York
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 20 mm
Weight
533 gr
ISBN-13
978-0-8058-2744-6 (9780805827446)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Bruce M. Shore | Mark W. Aulls | Marcia A. B. Delcourt
Inquiry in Education, Volume II
Overcoming Barriers to Successful Implementation
E-Book
09/2017
Routledge
€59.49
Available for download
Bruce M. Shore | Mark W. Aulls | Marcia A. B. Delcourt
Inquiry in Education, Volume II
Overcoming Barriers to Successful Implementation
E-Book
09/2017
Routledge
€59.49
Available for download
Bruce M. Shore | Mark W. Aulls | Marcia A. B. Delcourt
Inquiry in Education, Volume II
Overcoming Barriers to Successful Implementation
Book
11/2007
1st Edition
Routledge
€207.30
Shipment within 10-20 days
Persons
Bruce M. Shore, Mark W. Aulls, Marcia A.B. Delcourt
Content
Preface. M.W. Aulls, Developing Students' Inquiry Strategies: A Case Study of Teaching History in the Middle Grades. A.J. Starko, Teaching Problem Finding to Elementary Students: Views From the Trenches. M.A.B. Delcourt, How Students Develop Their Creative-Productive Ideas for Projects in the Natural and Social Sciences. B.M. Shore, M.A.B. Delcourt, C.A. Syer, M. Schapiro, The Phantom of the Science Fair. G.F. Cartwright, A.A.B. Finkelstein, M.K.B. Maennling, Caught in the Web: Internet Risks for Children. L. Butler-Kisber, Collaboration in Student-Oriented Teacher Inquiry. M.A. Barfurth, B.M. Shore, White Water During Inquiry Learning: Understanding the Place of Disagreements in the Process of Collaboration. P. Cohen, The Embodied Conductor: Concert Pianists, Diaper Dancers, and the Fine Art of Creative Variability in Performance. F.G. Rejskind, F. Halliday, J. McBride, Creating Change: Teachers' Reflections on Introducing Inquiry Teaching Strategies. A. Robinson, J. Hall, Teacher Models of Teaching Inquiry. M.W. Aulls, B.M. Shore, Teachers' Use and Understanding of Strategy in Inquiry Instruction. F. Luconi, The Hidden Curriculum and Multicultural Education: A Potential Barrier to the Implementation of an Inquiry-Driven Curriculum. R.J. Bracewell, C. Le Maistre, S.P. Lajoie, A. Breuleux, The Role of the Teacher in Opening Worlds of Inquiry-Driven Learning With Technology. D.L. Butler, C. Pollock, K.M. Nomme, J. Nakonechny, Promoting Authentic Inquiry in the Sciences: Challenges Faced in Redefining University Students' Scientific Epistemology.