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Inquiry Units about inquiry | articles about inquiry


Inquiry Units about Inquiry teaching and learning

How can we understand knowledge making in communities of Inquiry?

What tools, media, resources, or environments are most supportive of learning in different contexts of learner and task?

What assumptions do we make about teaching and learning?

How can teaching and learning through Inquiry be presented as a workshop?

Are teachers inquirers into teaching methods?

What is an Inquiry Unit?

What is inquiry-based learning?

How can scaffolds for learning be provided?

How can we create contexts to support inquiry-based learning?

How can we view the process of teaching as inquiry into learning?

How do we construct knowledge?

What roles do or should a teacher play to facilitate learning?

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Articles about Inquiry teaching and learning

*the list below is generated automatically from www.connotea.org

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Atwell, N. (1987). Making the best of adolescence. In In the Middle. Portsmouth NH: Heinemann.

Beane, J. (October, 1991). The middle school: The natural home of integrated curriculum. Educational Leadership, 49(2), p9-13.

Bentley, Arthur F. (1954). Inquiries into inquiry: Essays in social theory. Boston: Beacon.

Beyer, B. K. (1971). Inquiry in the social studies classroom. Columbus, OH: Merrill.

Bohannan, L. (1975). Shakespeare in the bush. In Ternes, A. (Ed.) Arts, Indians, and little dinosaurs. New York: Charles Scribner's Sons.

Boomer, G. (September, 1989). Literacy: The epic challenge beyond progressivism. English in Australia.

Britzman, D. Y. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.

Bruce, B. C. (2000). Credibility of the web: Why we need dialectical reading . Journal of Philosophy of Education (special issue), 34(1), 97-109. Also in P. Standish & N. Blake (Eds.), Enquiries at the interface: Philosophical problems of online education (pp. 107-122). Oxford, UK: Blackwell.

Bruce, B. C. (2001). The problem with an inquiry lesson plan [Web site].

Bruce, B. C., & Easley, J. A., Jr. (2000). Emerging communities of practice: Collaboration and communication in action research. Educational Action Research, 8(2), 243-259.

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Copenhaver, J. (1993). Instances of inquiry. Primary Voices K-6, 1(1), 6-12.

Damico, A. J. (1978). Individuality and community: The social and political thought of John Dewey . Gainesville, FL: University Presses of Florida.

Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.

Dewey, J. (1902/1915). The child and the curriculum and the school and society. Chicago: University of Chicago Press.

Dewey, J. (1938). Experience and education. New York: Macmillan.

Donnan, C. S. (1988). Following our forebears' footsteps: From expedition to understanding. In V. Rogers, A. D. Roberts, & T. P. Weinland, (Eds.), Teaching social studies: Portraits from the classroom (Bulletin No. 82). Washington, DC: National Council for the Social Studies.

Drake, S. M. (October, 1991). How our team dissolved the boundaries. Educational Leadership, 49(2), 20-22.

Duckworth, E. (May, 1972). The having of wonderful ideas. Harvard Educational Review, 42(2), 217-31.

Duckworth, E. (1987). Teaching as research. The having of wonderful ideas (pp. 122-140). New York: Teachers College Press.

Easley, J. (1987). A teacher educator's perspective on students' and teachers' schemes. Thinking: The Second International Conference. Hillsdale, NJ: Lawrence Erlbaum Associates.

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Easley, J. (November, 1990). Right and wrong explanations, and related issues in compulsory science teaching. Presented to the National Conference on Research in Science Education, Padua, Italy.

Easley, J. A. Jr., Zwoyer, R. E. (19xx). Teaching by listening: Toward a new day in math classes.

Eisenhower National Clearinghouse. (1999). Inquiry and problem solving. Special issue of Focus: A Magazine for Classroom Innovators, 6(2).

Eisner, E. (1994). On the art of teaching. The Educational Imagination.

Goatley, V. J., Highfield, K. A., Bentley, J., Pardo, L. S., Folkert, J., Scherer, P., Raphael, T. E., Grattan, K. (Spring, 1994). Empowering teachers to be researchers: A collaborative approach. The Teacher Research Journal.

Goldenberg, E. P., & Feurzeig, W. (1987). Exploring language with Logo. Cambridge, MA: MIT Press.

Greene, L. C. (October, 1991). Science-centered curriculum in elementary school. Educational Leadership, 49(2), 42-46.

Grumet, M. R. (Fall, 1993). The play of meanings in the art of teaching. Theory into Practice, 32(4), p204-09.

Harste, J.C., & Leland, C.H. (1998). No quick fix: Education as inquiry. Reading Research and Instruction, 37(3), 191-205.

Hawkins, D. (1974). Messing about in science. The informed vision: Essays on learning and human nature. New York: Agathon.

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Hickman, L. (1990). John Dewey's pragmatic technology. Bloomington: Indiana University Press.

Hubbard, R. S., & Power, B. M. (1993). The art of classroom inquiry: A handbook for teacher-researchers. Portsmouth, NH: Heinemann.

Johnson, D. & Johnson, R. (1974). Instructional goal structure: Cooperative competitive, or individualistic. Review of Educational Research, 44, 213-240.

Kauffman, J. M., & Hallahan, D. P. (1995). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. 362 p. ED376639

Kelley, E. C. (1947). Education for what is real. New York: Harper.

Ma, Liping (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.

May, W. T. (Fall, 1993). Teaching as a work of art in the medium of curriculum. Theory into Practice, 32(4), 210-18.

Minstrell, Jim, & Van Zee, Emily H. (Eds.) (2000). Inquiring into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science.

Mitchell, L. S. (1934). Young geographers: How they explore the world and how they map the world. New York, NY: Bank Street College of Education.

Mitchell, L. S. (1950). Our children and our schools. NY: Charles Scribner's Sons.

Moore, A. W. (1910). Pragmatism and its critics. Chicago: University of Chicago Press.

Newkirk, T. (19xx). Books! What sad furnishings for his age. Anti-literacy and progressive education.

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Paley, V. G. (1981). Wally's stories. Cambridge, MA: Harvard University Press.

Paley, V. (1986). On listening to what the children say. Harvard Educational Review, 56, 122-131.

Pearce, C. S. (1999). Nurturing inquiry: Real science for the elementary classroom. Portsmouth, NH: Heinemann.

Perkins, D. N. (October, 1991). Educating for insight. Educational Leadership, 49(2), p4-8.

Peterson, R. (October, 1988). Young authors. Fayerweather school student pen book on Boston Harbor. The Tab.

Phillips, D. C. (October, 1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher.

Polya, G. (June-July 1963). On learning, teaching, and learning teaching. American Mathematical Monthly.

Riding, "Summerhill Revisited," NYTimes, 24-29, 11/7/99 (Education Life)

Ristad, E. (1982). A Soprano on her head. Moab, UT: Real People Press.

Schwab, J. (1964). Structure of the disciplines: Meanings and significances. In G. W. Ford and L. Pugno (Eds.), The structure of knowledge and the curriculum. (p-6-30). Chicago: Rand McNally.

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Shanahan, T. (1997). Reading-writing relationships, thematic units, inquiry learning...In pursuit of effective literary instruction. The Reading Teacher, 51(1), 12-19.

Short, Kathy Gnagey, Schroeder, Jean, Laird, Julie, Kauffman, Gloria, Ferguson, Margaret J., & Crawford, Kathleen Marie (1996). Learning together through inquiry: From Columbus to integrated curriculum. Portland, ME: Stenhouse.

Short, Kathy Gnagey, Harste, Jerome C., Burke, Carolyn (1995). Creating classrooms for authors and inquirers: Second Edition. Portsmouth, NH: Heinemann.

Siegel, M., Borasi, R. & Smith, C. (19xx). A critical review of reading in mathematics instruction: The need for a new synthesis.

Slavin, R. (1989). Cooperative learning and student achievement. In R. Slavin (Ed.) School and classroom organization. Hillsdale, NJ: Lawrence Erlbaum.

Swartz, R. (1986). Summerhill revisited: Searching for a perspective on the life and work of A. S. Neill. Educational Studies, 17, 195-210.

Tahan, M. (1972). Going to market. The man who counted. New York: W.W. Norton.

Trowbridge, L., & Bybee, R. (1996). Teaching secondary school science.Merrill.

Von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese. Review of Educational Research, 53, 499-518.

Wells, G. (19xx). Language and the inquiry-oriented curriculum. Curriculum Inquiry.

Wells, G. (2001). Dialogic inquiry. New York: Cambridge University Press. [ISBN: 0521637252]

Whitaker, D. (1986). Will Gulliver's suit fit? New York: Cambridge University Press.

Wiggins, G. (November, 1989). The futility of trying to teach everything of importance. Educational Leadership, 47(3), 44-48,57-59.

Wigginton, E. (February, 1989). Foxfire grows up. Harvard Educational Review, 59(1), 24-49.


To see more articles, please refer to http://www.lis.uiuc.edu/~chip/resources/bib.shtml.

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