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Books on the topic 'Inquiry-based work'

Author: Grafiati

Published: 25 June 2021

Last updated: 13 February 2022

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1

Boufis, Christina. Vital ideas: Work. Chicago: Great Books Foundation, 2011.

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2

Practical work in secondary science: A minds-on approach. New York: Continuum International Pub. Group, 2010.

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3

Ethical decision making in social work and counselling: A problem/inquiry-based approach. Toronto, Ont: Thomson Nelson, 2007.

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4

Imm, Kara Louise. Young mathematicians at work: Algebra resource package. Portsmouth, NH: Heinemann, 2012.

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5

1947-, Daniels Harvey, ed. Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann, 2009.

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6

Indian Institute of Advanced Study., ed. The technique of Pahari painting: An inquiry into aspects of materials, methods, and history based upon observation and field-work. Shimla: Indian Institute of Advanced Study, 2001.

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7

How science works: Teaching and learning in the science classroom. London: Continuum International Publishing Group, 2011.

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8

Around the Texts of Writing Center Work: An Inquiry-Based Approach to Tutor Education. Utah State University Press, 2017.

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9

Comprehension and Collaboration, Revised Edition: Inquiry Circles for Curiosity, Engagement, and Understanding. Heinemann, 2015.

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10

Farrelly, Colin. Virtue Epistemology and the Democratic Life. Edited by Nancy E. Snow. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199385195.013.17.

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Integrating insights from the Ancient Greeks (e.g. concerning virtue, eudaimonia, and the original meaning of “democracy”), John Dewey, and recent work in virtue epistemology, this chapter develops a virtue-based defense of democracy, one that conceives of democracy as an inquiry-based mode of social existence. This account of democracy is developed by responding to three common concerns raised against democracy, which the author calls the Irrationality Problem, the Problem of Autonomy, and the Epistocracy Objection. Virtue epistemology can help elucidate the link between democracy and human flourishing by drawing attention to democracy’s potential for cultivating and refining the “intellectual virtues” (e.g. intellectual humility, fairness in evaluating the arguments of others, the social virtue of being communicative, etc.) constitutive of the good life.

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11

Satcher, David. Integrative Medicine and the Social Determinants of Health. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190241254.003.0002.

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This chapter explores the overlap and potential synergies of integrative medicine and preventive medicine in the context of levels of prevention, acknowledging the relative deficiency of research on the effectiveness of practice-based integrative care. The goal of integrative medicine should be to make the widest array of appropriate options available to patients, ultimately blurring the boundaries between conventional care and CAM. Both disciplines should be subject to rigorous scientific inquiry so that interventions that work are systematically distinguished from those that do not. The case is made that responsible use of science and responsiveness to the needs of patients that persist when the data from randomized controlled trials have been exhausted can be reconciled. Integrative medicine is a framework for this reconciliation and, practiced judiciously, offers the promise of better patient outcomes.

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12

Maringe, Felix, ed. Systematic Reviews of Research in Basic Education in South Africa. African Sun Media, 2021. http://dx.doi.org/10.18820/9781991201157.

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Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review. Now, for the first time, education researchers are provided with an African-based text on the concepts and methods of conducting systematic reviews. In this exceptional work of editorship, Felix Maringe brings together some of the leading researchers on South African education to model and demonstrate how to review a significant body of research on a chosen topic which is adjudicated strictly on the basis of the quality and efficacy of the evidence in hand. I have no doubt that this remarkable book will become a standard reference for educational researchers in and beyond the African continent. It will also lift the quality of educational inquiry by equipping a new generation of scholars with the capacity for doing evidence-based research that compels the attention of policymakers, planners and practitioners alike. Prof Jonathan Jansen Stellenbosch University

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13

Morag-Levine, Noga. Sociological Jurisprudence and The Spirit of The Common Law. Edited by Markus D. Dubber and Christopher Tomlins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198794356.013.24.

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This chapter explores the work and influence of Roscoe Pound who offered sociological jurisprudence in response to transatlantic-inspired threats to the future of the common law. At issue was the rise of social science as an alternative, civil-law-affiliated, administrative paradigm that simultaneously threatened the academic interests of the law schools, the professional concerns of the bar, and the core constitutional principles of judicial supremacy. Within this context, Pound selectively drew on European social legal theory with the goal of saving the common law from itself. The project consisted of two primary proposals for reform, one focused on the universities, the other on the courts. Through the injection of social-scientific content into legal pedagogy and research, sociological jurisprudence forged a socio-legal paradigm that together with lowering the barriers separating law from society also ensured that law would continue to exist as a distinct field of inquiry in the universities and beyond. Where the courts were concerned, sociological jurisprudence answered pressures for radical curtailment of judicial review with a narrow, formalist, construction of the deficiency at the core of the Lochner Court’s reasoning. It was a problem definition that successfully served to deflect direct attacks on judicial supremacy. Largely hidden going forward has been the extent to which the constitutional battle lines of the early twentieth century were drawn between rival, common law- and civil-law-based paradigms of administrative governance.

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14

Kraemer-Mbula, Erika, Robert J. W. Tijssen, Matthew L. Wallace, and Robert L. McLean. Transforming Research Excellence. African Minds, 2019. http://dx.doi.org/10.47622/9781928502067.

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"Modern-day science is under great pressure. A potent mix of increasing expectations, limited resources, tensions between competition and cooperation, and the need for evidence-based funding is creating major change in how science is conducted and perceived. Amidst this perfect storm is the allure of research excellence, a concept that drives decisions made by universities and funders, and defines scientists research strategies and career trajectories. But what is excellent science? And how to recognise it? After decades of inquiry and debate there is still no satisfactory answer. Are we asking the wrong question? Is reality more complex, and excellence in science more elusive, than many are willing to admit? And how should excellence be defined in different parts of the world, particularly in lower-income countries of the Global South where science is expected to contribute to pressing development issues, despite often scarce resources? Many wonder whether the Global South is importing, with or without consenting, the flawed tools for research evaluation from North America and Europe that are not fit for purpose.This book takes a critical view of these issues, touching on conceptual issues and practical problems that inevitably emerge when excellence is at the center of science systems. Emerging from the capacity-building work of the Science Granting Councils Initiative in sub-Saharan Africa, it speaks to scholars, as well as to managers and funders of research around the world. Confronting sticky problems and uncomfortable truths, the chapters contain insights and recommendations that point towards new solutions both for the Global South and the Global North."

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15

Zuckert, Catherine. The Straussian Approach. Edited by George Klosko. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199238804.003.0002.

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The “Straussian” approach to the history of political philosophy is articulated primarily in the writings of Leo Strauss. Strauss wrote extremely careful, detailed studies of canonical philosophical works along with essays explaining his approach. The most controversial claim Strauss made was that philosophers in the past did not always present their thoughts openly and explicitly. They used an “art of writing” to entice potential philosophers to begin a life of inquiry by following the hints the authors gave about their true thoughts and questions. The overriding purpose of Strauss's own studies was to prove that philosophy in its original Socratic form is still possible by showing the persistence of certain fundamental problems throughout the history of philosophy. The most pertinent of those problems, not merely to political philosophy but to human life as a whole, was the problem of justice. Strauss also insisted that “historicism” is based on a philosophical account of the character and limitations of human knowledge and that it can be refuted, therefore, only on the basis of a philosophical argument.

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