| 000 | 01581 a2200349 4500 | ||
|---|---|---|---|
| 001 | 1351562770 | ||
| 005 | 20250317111616.0 | ||
| 008 | 250312042017GB eng | ||
| 020 | _a9781351562775 | ||
| 037 |
_bTaylor & Francis _cGBP 41.99 _fBB |
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| 040 | _a01 | ||
| 041 | _aeng | ||
| 072 | 7 |
_aJNC _2thema |
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_a371.39 _2bisac |
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| 100 | 1 | _aBruce M. Shore | |
| 245 | 1 | 0 |
_aInquiry in Education, Volume II _bOvercoming Barriers to Successful Implementation |
| 250 | _a1 | ||
| 260 |
_aOxford _bRoutledge _c20170925 |
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| 300 | _a368 p | ||
| 520 | _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. | ||
| 700 | 1 |
_aMark W. Aulls _4B01 |
|
| 700 | 1 |
_aMarcia A. B. Delcourt _4B01 |
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| 999 |
_c5352 _d5352 |
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