Why should inquiry—the engine for independent, curiosity- and interest-driven, life-long learning—be a curricular imperative, and its presence a criterion for excellent education? Is it possible to te
Twenty-seven academics, teachers, and school psychologists from Canada and the U.S. contribute 14 chapters describing barriers to inquiry they have encountered in the classroom and other settings, and
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 learnin
