Table of Contents

Volume I: 1 Instruction and Inquiry Instruction 2 Reflective Practice 3 Preparing Preservice Teachers to Be Inquirers 4 The Experienced Teacher and Action Research 5 Constructivism 6 Gifted Education and the Research Imperative in Curriculum 7 Discovery Learning Study 8 Inquiry Instruction 9 Project-Based Inquiry 110 Inquiry in Social Studies and History 11 Science and Inquiry 12 Conclusion: The Treatment of Inquiry as a Curricular Imperative. Volume II: 1 Developing Students’ Inquiry Strategies: A Case of Teaching History in the Middle Grades 2 Teaching Problem Finding to Elementary Students: Views from the Trenches 3 Where Students Get Creative-Productive Ideas for Major Projects in the Natural and Social Sciences 4 The Phantom of the Science Fair 5 Caught in the Web: Internet Risks for Children 6 Collaboration in Student-Oriented Teacher Inquiry 7 White Water during Inquiry Learning: Understanding the Place of Disagreements in the Process of Collaboration 8 The Embodied Conductor: Concert Pianists, Diaper Dancers, and the Fine Art of Creative Variability in Performance 9 Creating Change: Teachers’ Reflections on Introducing Inquiry Teaching Strategies 10 Teacher Models of Teaching Inquiry 11 Teachers’ Use and Understanding of Strategy in Inquiry Instruction 12 The Hidden Curriculum and Multicultural Education: A Potential Barrier to the Implementation of an Inquiry-Driven Curriculum 13 The Role of the Teacher in Opening Worlds of Inquiry-Driven Learning with Technology 14 Promoting Authentic Inquiry in the Sciences: Challenges Faced in Redefining University Students’ Scientific Epistemology.

About the Author

Mark W. Aulls McGill University, Bruce M. Shore McGill University, Marcia A. B. Delcourt Western Connecticut State University