Para Inquiry

Para/Inquiry represents the next generation of postmodern studies. Focusing on cultural studies religion, and literature, Victor E. Taylor provides us with a fresh look at the history and main themes of postmodernism, both in style and content. Central to the book is the status of the sacred in postmodern times. Taylor explores the sacred images in art, culture and literature. We see that the concept of the sacred is uniquely singular and resistant to an easy assimilation into artistic, cultural or narrative forms. Anyone wishing to gain a new and exciting understanding of postmodernism, will read this book with great pleasure.

Today's students need to be fully prepared for successful learning and living in the information age. This book provides a practical, flexible framework for designing Guided Inquiry that helps achieve that goal. Guided Inquiry prepares today's learners for an uncertain future by providing the education that enables them to make meaning of myriad sources of information in a rapidly evolving world. The companion book, Guided Inquiry: Learning in the 21st Century, explains what Guided Inquiry is and why it is now essential now. This book, Guided Inquiry Design: A Framework for Inquiry in Your School, explains how to do it. The first three chapters provide an overview of the Guided Inquiry design framework, identify the eight phases of the Guided Inquiry process, summarize the research that grounds Guided Inquiry, and describe the five tools of inquiry that are essential to implementation. The following chapters detail the eight phases in the Guided Inquiry design process, providing examples at all levels from pre-K through 12th grade and concluding with recommendations for building Guided Inquiry in your school. The book is for pre-K–12 teachers, school librarians, and principals who are interested in and actively designing an inquiry approach to curricular learning that incorporates a wide range of resources from the library, the Internet, and the community. Staff of community resources, museum educators, and public librarians will also find the book useful for achieving student learning goals.

Most books about research address the ?how to” of inquiry, rather than the ?why.” Foundations for Inquiry enlightens readers about the variety of philosophic assumptions regarding inquiry and organizational phenomena; demonstrates how these assumptions shape subsequent choices about theories; and shows how theoretical and philosophic choices consequently shape and guide the research process.

In today's educational climate of one-size-fits-all instruction, Planning for Inquiry shows you how to get an inquiry-based curriculum started, how to keep it going, and how to do so while remaining accountable to mandated curricula, standards, and programs. Diane Parker invites you into her classroom to think along with her as she provides an up-close look at the underlying structure of an inquiry-based approach, what such an approach might look like in practice, and how you can make it happen in your own classroom. Supported by a wealth of stories and examples, Parker shares a practical yet nonprescriptive framework for developing curriculum from learners' questions and authentic classroom events. You will be able to adapt this framework for both short- and long-term planning with your own students. Planning for Inquiry offers valuable information and much-needed moral support to those of us who believe that there is more to teaching than following a script, and that teachers, not programs, make a difference in the lives of children.

Create a thinking classroom that helps students move from the factual to the conceptual Concept-Based Inquiry is a framework for inquiry that promotes deep understanding. The key is using guiding questions to help students inquire into concepts and the relationships between them. Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to organize and focus student learning around concepts and conceptual relationships that support the transfer of understanding. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.

This newly updated and expanded second edition of Collaborating for Inquiry-Based Learning explains effective IBL scaffolding and the school librarian's role as the lead in the collaborative process of inquiry-based teaching. Want to learn how to easily put inquiry theory into practice in your school library? This newly revised and expanded practical resource links pedagogical theory, research, and practical application of Inquiry-Based Learning (IBL). An important resource for school librarians, classroom teachers, and school library preparation programs, this thoroughly updated second edition of Collaborating for Inquiry-Based Learning explores Inquiry-Based Learning in greater depth and addresses new educational insights. Readers will learn the new research model PLAN and understand how the steps Prepare, Learn, Analyze, and New Discoveries define a deliberative, metacognitive process that offers simplicity and flexibility. This step-by-step guide moves new and experienced educators seamlessly from assessment of students' needs and prior knowledge through formative and summative assessments to reflection. It offers practical applications for immediate use by educators with students and makes it clear why the school librarian is ideally suited to be the lead in the collaborative process of inquiry-based teaching. This comprehensive guide to IBL is appropriate as a main text or supplementary reading for courses in instructional design and curriculum.

Teaching Information Literacy for Inquiry-Based Learning is highly beneficial to those who teach or train people and need to develop systematic ways of using information sources and tools to help them participate in inquiry based learning. Whether at school, college, university or work people need to use the wealth of information around them effectively. They need to find things out, assemble, process, evaluate, manage as well as communicate information. Increasingly a fundamental part of being information literate and an independent learner is being e-literate. This book helps the trainer understand the learner and use appropriate methods to help them explore and engage with being information and e-literate. It also helps the learner to be conscious of what it means to be information and e-literate and to use information effectively. Written by two leading experts in information literacy Draws on extensive personal experience of training learners and trainers in information literacy and information retrieval Uses examples of best practice from the educational context and the workplace

In the digital age, the integration of technology has become a ubiquitous aspect of modern society. These advancements have significantly enhanced the field of education, allowing students to receive a better learning experience. Digital Tools and Solutions for Inquiry-Based STEM Learning is a comprehensive source of scholarly material on the transformation of science education classrooms through the application of technology. Including numerous perspectives on topics such as instructional design, social media, and scientific argumentation, this book is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the latest developments in the field of STEM education.