List of Contributors
2014; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s2055-364120140000002005
ISSN2055-365X
ResumoCitation (2014), "List of Contributors", Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 2), Emerald Group Publishing Limited, Leeds, pp. ix-xi. https://doi.org/10.1108/S2055-364120140000002005 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited Arshad Ahmad McMaster University, Hamilton, Canada Claudius Bachmann Catholic University Eichstätt-Ingolstadt, Germany Ken Bain University of the District of Columbia, Washington, DC, USA Erin Bell University of Lincoln, Lincoln, UK Patrick Blessinger International HETL Association, New York, NY, USA Barb Bloemhof McMaster University, Hamilton, Canada Betsy D. Burrows Brevard College, Brevard, NC, USA Lorna Caputo University of Bern, Switzerland John M. Carfora Loyola Marymount University, Los Angeles, CA, USA David Mills Chase American Film Institute Conservatory, Los Angeles, CA, USA Catherine Chiappetta Swanson McMaster University, Hamilton, Canada Allison deVincenzi Our Lady of Lourdes School, Vancouver, WA, USA Gisela Ernst-Slavit Washington State University Vancouver, Vancouver, WA, USA Jill L. Ferguson Higher Education Consultant, Renton, WA, USA Catherine Franc University of Manchester, Manchester, UK Elizabeth F. S. Hannah University of Dundee, Dundee, UK J. Joseph Hoey IV Bridgepoint Education, San Diego, CA, USA Richard Ingram University of Dundee, Dundee, UK Megan M. Keiser Brevard College, Brevard, NC, USA Timothy B. Kelly University of Dundee, Dundee, UK Claire Kerr University of Dundee, Dundee, UK Mika J. Kortelainen Laurea University of Applied Sciences, Lohja, Finland Wendy L. Kraglund-Gauthier St. Francis Xavier University, Antigonish, Canada Janika Kyttä Laurea University of Applied Sciences, Lohja, Finland Tarja Laakkonen Laurea University of Applied Sciences, Espoo, Finland Kristin Lesseig Washington State University Vancouver, Vancouver, WA, USA Antonella Liuzzo Scorpo University of Lincoln, Lincoln, UK Lucinda Matthews-Jones Liverpool John Moores University, Liverpool, UK Annie Morton University of Manchester, Manchester, UK Tamara Holmlund Nelson Washington State University Vancouver, Vancouver, WA, USA Steven Prediger Mount Royal University, Calgary, Canada Aoife Prendergast Institute of Technology, Blanchardstown, Dublin, Ireland Irena Radisevic McMaster University, Hamilton, Canada Muzna Rahman University of Lincoln, Lincoln, UK Brian Randall Hall Fletcher Elementary Asheville City Schools, Asheville, NC, USA David Slavit Washington State University Vancouver, Vancouver, WA, USA Silvia Taylor University of Sussex, Falmer, UK Aylin Yildirim Tschoepe Harvard University, Cambridge, MA, USA Heidi Upton St. John’s University, New York, NY, USA Norman Vaughan Mount Royal University, Calgary, Canada Tania von der Heidt Southern Cross University, Lismore, Australia Jane Warren University of Wyoming, Laramie, WY, USA Linda S. Watts University of Washington, Bothell, WA, USA Jamie Wood University of Lincoln, Lincoln, UK Noor Syamilah Zakaria Universiti Putra Malaysia, Selangor Darul Ehsan, Malaysia Book Chapters Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators Innovations in Higher Education Teaching and Learning Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators Copyright Page List of Contributors Series Editor’s Introduction Foreword Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for the Arts, Humanities, and Social Sciences Investigating the Role of an Inquiry-Based Approach to Learning A First-Year Social Sciences Inquiry Course: The Interplay of Inquiry and Metacognition to Enhance Student Learning Inquiry-Based Learning for Language Learning: The Case of French Advanced Level at the University of Manchester (UK) Inquiry-Based Learning for Interprofessional Education Historical Detectives at Work: A Casebook Approach to Guided-Inquiry for Undergraduate Learning Inquiry-Based Teaching and Learning in Counseling Ethics Education Changing Landscapes of Education: Teaching Architecture through Inquiry-Based Approaches Using Inquiry-Based Learning to Identify Issues and Develop Pedagogical Awareness of Teaching with Technology: A Self-Study from a Pre-Service Teacher Education Class Five Elements Leading to Better Learning Environments: Case Yrityslabra A Study of Inquiry-Based Learning in Action: An Example from a First-Year Marketing Principles Course Can Practical Wisdom be Taught in Business Schools? An Inquiry-Based Learning Approach for Management Education Growing Teachers for a New Age: Nurturing Constructivist, Inquiry-Based Teaching Aesthetic Education and Discover New York: Inquiry, the Arts and Civic Engagement Extending Inquiry-Based Education in Creative Disciplines through Assessment Using Inquiry-Based Learning to Teach Additional Languages in a High School Context Making Historians Digitally: Social Bookmarking and Inquiry-Based Learning in History in Higher Education in the UK Making the Case for Inquiry-Based Teaching in an Economics Curriculum The Feasibility of Inquiry-Based Learning – An Irish Perspective. Exploring the Role and Motivation of Inquiry-Based Learning in Social Studies – An Irish Higher Education Experience Developing an Improving Stance Toward Research in Preservice Teachers About the Authors Author Index Subject Index
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