Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, 1st Edition (Paperback) book cover

Inquiry in Education, Volume II

Overcoming Barriers to Successful Implementation, 1st Edition

Edited by Bruce M. Shore, Mark W. Aulls, Marcia A. B. Delcourt


368 pages

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pub: 2007-11-29
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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.

Table of Contents

Contents: 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.

About the Series

Educational Psychology Series

This series has several goals:

  • to present the most significant contemporary theory and research on psychology as it is applied to education at all levels – elementary; secondary, and tertiary;
  • to present this research in a way that is relevant and accessible to both psychologists and educators;
  • to explore new ideas in instruction and assessment that are grounded in theory and tested in classrooms;
  • to inform and influence educational policy through the establishment of a solid base of theory and research rather than through the fads and fashions that come and go with the times but that have no base in the psychology of instruction;
  • to achieve further integration in the perspectives of education and psychology, as well as to draw together various fields of psychology in order to capitalize on their potential contributions to educational outcomes;
  • to explore notions of school reform that are linked to our knowledge about students’ learning, thinking, and motivation; and
  • to disseminate ideas from around the world, including Europe, Asia, and Africa, as well as the Americas.


This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.

Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.

Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Curricula
EDUCATION / Decision-Making & Problem Solving
EDUCATION / Educational Psychology