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Revitalizing Classrooms: Innovations and Inquiry Pedagogies in Practice (Paperback)
  • Revitalizing Classrooms: Innovations and Inquiry Pedagogies in Practice (Paperback)
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Revitalizing Classrooms: Innovations and Inquiry Pedagogies in Practice (Paperback)

(editor), (editor)
£23.95
Paperback 150 Pages / Published: 24/10/2017
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Revitalizing Classrooms brings together six diverse essays with the central purpose of providing a venue for scholar teachers from a number of disciplines to convey their individual journeys in pedagogical innovation. These classroom narratives involve a paradigm shift away from traditional lecture modes to vital, active, engaged teaching and learning. From high school classrooms to undergraduate and graduate classes, these models provide adaptable ways to reinvigorate and energize classroom spaces that center student driven learning.

Publisher: Rowman & Littlefield
ISBN: 9781475832860
Number of pages: 150
Weight: 222 g
Dimensions: 232 x 151 x 10 mm


MEDIA REVIEWS
At a time when, despite lip service, teaching is woefully undervalued in much of higher education, Oxford College of Emory University's Institute for Pedagogy in the Liberal Arts honors committed, innovative, and successful teaching and teachers. These essays reflect some of the best sessions from IPLA over the years and provide the reader with powerful and successful models for improving their teaching, and, more importantly, through that teaching improving student learning. -- Edward L. Queen, Center for Ethics, Emory University
Pedagogical approaches to Inquiry-based learning serve to build a solid foundation for critical thinking skills that are essential to student success in college and careers. The essays contained in this volume will serve as model best practices to assist other educators trying to adopt an inquiry-based approach. -- Jill Lane, Assistant Vice President of Academic Planning and Assessment, Clayton State University
In this collection of essays from the IPLA incubator, Galle and Harrison and their authors show that, while inquiry-guided learning projects may be grounded in specific courses, the approach itself transcends these particular contexts, and inquiry is ultimately a habit of mind of the educated person. -- Nancy Chick, Academic Director of the Taylor Institute for Teaching & Learning; University Chair in Teaching and Learning, University of Calgary

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