01581    a2200349   4500001001100000005001700011008003900028020001800067037003600085040000700121041000800128072001500136072001600151072001600167072001300183072001400196072001400210072002100224072002100245072002100266072002100287072001800308100001900326245008600345250000600431260003200437300001000469520068300479700002301162700003101185999001501216135156277020250317111616.0250312042017GB                   eng    a9781351562775  bTaylor & FranciscGBP 41.99fBB  a01  aeng7 aJNC2thema7 aJNLC2thema7 aJNLB2thema7 aJNC2bic7 aJNLC2bic7 aJNLB2bic7 aEDU0000002bisac7 aEDU0070002bisac7 aEDU0080002bisac7 aEDU0090002bisac7 a371.392bisac1 aBruce M. Shore10aInquiry in Education, Volume IIbOvercoming Barriers to Successful Implementation  a1  aOxfordbRoutledgec20170925  a368 p  bA 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.1 aMark W. Aulls4B011 aMarcia A. B. Delcourt4B01  c5352d5352