Inquiry in tandem. Student and teacher learning in secondary schools.

Autor/inn/en	Clayton, Christine D.; Kilbane, James Farrel
Titel	Inquiry in tandem. Student and teacher learning in secondary schools.
Quelle	New York: Peter Lang (2019), XVII, 162 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781433170454; 9781433170461 (Taschenbuch); 9781433170478 (E-Book (PDF)); 9781433170485 (EPUB); 9781433170492
Schlagwörter	Education, Secondary; Inquiry-based learning; High school students; Learning strategies; Teacher-student relationships; Bildungstheorie; Bildungspraxis + Suchen Sie Ihr Suchwort? Secondary education; Secondary Education; Sekundarbereich; Learning method; Inquiry; Lernmethode; Forschendes Lernen; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning methode; Learning techniques; Lernstrategie; Teacher; Teachers; Relationship; Lehrer; Lehrerin; Lehrende; Wechselbeziehung; Verbindung
Abstract	Part one. Inquiry as pedagogy and professional development -- Inquiry for learning -- Student inquiry -- Teacher inquiry -- Part two. Secondary teachers and students as inquirers -- Picturing inquiry-based teaching and learning in the visual arts classroom / by Lisa DiFilippo -- Inquiry and literacy across the content areas: an interdisciplinary collaboration to create a living museum / by James Nordlinger and Nancy Timpani -- Leveraging student-directed learning: developing students who read, write, and think like scientists / by Joyce Kong -- I inquire, you inquire, we all inquire: conjugating inquiry in the language classroom / by Elena Pousada -- Part three. Reflections on inquiry in tandem -- Facilitating inquiry for students and teachers -- Learning in tandem. "The purpose of this book is to explore how engaging in teacher and student inquiry simultaneously promotes professional development that impacts teacher practice and student learning in powerful ways. With a focus on secondary schools and all content areas we provide a model that pushes back on accountability measures that are debilitating to student learning and teacher autonomy. We encourage inquiry because it is good practice with teachers and students as active doers and thinkers who ask questions, seek information, and develop thoughtful responses. It is especially important now in order to both meet the intellectual rigor and student engagement expectations of current reforms and to move beyond those reforms. This book presents a model of professional development that fosters deep learning by teachers and students within a context that, at times, discourages that"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2021/3/08