Inquiry in Education: Overcoming barriers to successful implementation

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Mark W. Aulls, Bruce M. Shore, Marcia A. B. Delcourt
Lawerence Erlbaum Associates, 2008 - Education - 344 pages
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This is 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.

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About the author (2008)

Bruce M. Shore is professor emeritus of educational psychology in the Department of Educational and Counselling Psychology at McGill University. He has been recognized for his graduate advising and other teaching by his faculty's Distinguished Teaching Award, the university's David Thomson Award for Excellence in Graduate Teaching & Supervision, and the Principal's Prize for Excellence in Teaching, and by the Canadian Committee for Graduate Students in Education (CCGSE) Mentorship Award. Shore is a fellow of the American Educational Research Association. He lives in Montreal and winters in Tucson, Arizona

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