|
|
|
|
| LEADER |
03794pam a22003854a 4500 |
| 001 |
b1334629 |
| 003 |
CaEvIII |
| 005 |
20050517095026.0 |
| 008 |
040112s2004 ohum b a001 0 eng |
| 010 |
|
|
|a 2004000662
|
| 020 |
|
|
|a 1586831348 (pbk.)
|
| 035 |
|
|
|a (OCoLC)54079848
|
| 040 |
|
|
|a DLC
|c DLC
|d SCL
|
| 042 |
|
|
|a pcc
|
| 043 |
|
|
|a n-us---
|
| 049 |
|
|
|a SCLL
|
| 050 |
|
4 |
|a LB1027.44 .H37 2004
|
| 100 |
1 |
|
|a Harada, Violet H.
|
| 245 |
1 |
0 |
|a Inquiry learning through librarian-teacher partnerships /
|c Violet H. Harada and Joan M. Yoshina.
|
| 260 |
|
|
|a Worthington, Ohio :
|b Linworth Pub.,
|c c2004.
|
| 300 |
|
|
|a xii, 172 p. :
|b ill. ;
|c 28 cm.
|
| 504 |
|
|
|a Includes bibliographical references (p. 165-169) and index.
|
| 505 |
|
0 |
|a Picture this. -- Elements of inquiry learning. -- Benefits of engaging in inquiry learning. -- No Child Left Behind and inquiry learning. -- Who might use this book. -- Acknowledgments. -- Chapter 1: Identifying the Inquiry-Based School. -- What does an inquiry-based school look like?. -- How does an inquiry-based learning environment differ from a conventional one?. -- How do we create an inquiry-based learning environment?. -- What role does the library media program play?. -- Conclusion. -- Chapter 2: Describing an inquiry-driven curriculum. -- What is involved in inquiry learning?. -- Why use an inquiry approach to teaching and learning?. -- How are essential and unit questions used to focus the inquiry?. -- What might essential and unit questions look like in practice?. -- What attitudes or habits of mind are developed?. -- Where do content standards fit in?. -- How does the library media program support inquiry learning?. -- Conclusion. -- Chapter 3: Developing collaborative relationships. -- What does collaboration look like?38 What factors make collaboration work?. -- What skills and attitudes do people need to collaborate?. -- How might we get started?. -- Conclusion. -- Chapter 4: Designing inquiry-driven instruction. -- What is critical in designing inquiry-driven instruction?. -- Where do we start in designing inquiry-driven instruction?. -- What approaches reflect an inquiry-driven framework?. -- How might information literacy standards be integrated into these approaches?. -- Chapter 5: Assessing learning and teaching. -- Why is assessment vital?. -- How does assessment differ from evaluation?. -- What should be assessed?. -- How should the learning be assessed?. -- Who does the assessing? How is the library media specialist involved?. -- Conclusion92 Chapter 6: Connecting information searching and inquiry. -- How do information search process models support inquiry?. -- How does the information search process support inquiry learning?. -- Which instructional strategies work best?. -- How do we facilitate the learning?. -- How are diverse student needs and abilities addressed?. -- How might technology enhance student learning?. -- Conclusion. -- Chapter 7: Profile of an elementary school project. -- Chapter 8: Profile of a middle school project. -- Chapter 9: Profile of a high school project. -- Chapter 10: Moving toward a school-wide approach. -- What is involved?. -- What might it look like?
|
| 650 |
|
0 |
|a Questioning.
|
| 650 |
|
0 |
|a Teaching teams
|z United States.
|
| 650 |
|
0 |
|a School libraries
|z United States.
|
| 650 |
|
0 |
|a Curriculum planning
|z United States.
|
| 700 |
1 |
|
|a Yoshina, Joan M.
|
| 907 |
|
|
|a .b13346295
|b 050517
|c 110405
|
| 913 |
|
|
|a -
|
| 945 |
|
|
|g 1
|i 0114403719314
|j 0
|l beat
|o -
|p $0.00
|q
|r
|s -
|t 0
|u 3
|v 0
|w 0
|x 1
|y .i13540993
|z 050705
|
| 994 |
|
|
|a X0
|b SCL
|
| 998 |
|
|
|a beat
|b 050705
|c m
|d a
|e -
|f eng
|g ohu
|h 0
|
| 999 |
f |
f |
|i 90c5de3a-a996-11ea-8da7-1466fadbd8b9
|s b77022e4-d879-4dba-9173-6167079fa3d1
|
| 852 |
|
|
|b Main Collection
|h LB1027.44 .H37 2004
|0 c76c88f2-a99c-11ea-b550-3a67fadbd8b9
|
