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Original Articles

The Theory of Inquiry: Dewey's Legacy to Education

Pages 119-139 | Published online: 15 Dec 2014

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Heidi Hautopp & Rikke Ørngreen. (2024) From training to practice: long-term perspectives of graphic facilitation used in organisations. International Journal of Lifelong Education 0:0, pages 1-18.
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Amasa P. Ndofirepi & Martin Musengi. (2019) Community of Inquiry as Pedagogy of Doing Philosophy for Children: Adding the African Dimension. Africa Education Review 16:1, pages 125-141.
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Linor L. Hadar, Yotam Hotam & Arie Kizel. (2018) No school is an island: negotiation between alternative education ideals and mainstream education- the case of Violin school. Pedagogy, Culture & Society 26:1, pages 69-85.
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Gretchen Wilbur. (2016) The staying power of intercultural learning through reflective inquiry. Reflective Practice 17:1, pages 59-71.
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James Olabode Bamidele Rotimi & Chamila D. D. Ramanayaka. (2015) Reflective practice and technical rationality in construction project planning. Civil Engineering and Environmental Systems 32:4, pages 301-315.
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Erik Blair & Amy Deacon. (2015) A holistic approach to fieldwork through balanced reflective practice. Reflective Practice 16:3, pages 418-434.
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Ulrika Börjesson, Elisabet Cedersund & Staffan Bengtsson. (2015) Reflection in action: implications for care work. Reflective Practice 16:2, pages 285-295.
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Cathy A. Thorsen & Simone DeVore. (2013) Analyzing reflection on/for action: A new approach. Reflective Practice 14:1, pages 88-103.
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Dereje T. Birbirso. (2012) Reflective practicum: experience of the Ethiopian context. Reflective Practice 13:6, pages 857-869.
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Cher Ping Lim, Ching Sing Chai & Daniel Churchill. (2011) A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International 48:2, pages 69-83.
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Robyn Barnacle & Inger Mewburn. (2010) Learning networks and the journey of ‘becoming doctor’. Studies in Higher Education 35:4, pages 433-444.
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Peter Erlandson & Dennis Beach. (2008) The ambivalence of reflection – rereading Schön. Reflective Practice 9:4, pages 409-421.
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Anne Ryan. (2002) The construct of image and the conduct of change in education. Irish Educational Studies 21:1, pages 63-78.
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Joan Solomon & Sue Tresman. (1999) A model for continued professional development: knowledge, belief and action. Journal of In-Service Education 25:2, pages 307-319.
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Stephen Newman. (1999) Constructing and critiquing reflective practice 1 . Educational Action Research 7:1, pages 145-163.
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Helen Wildy & John Wallace. (1998) Professionalism, Portfolios and the Development of School Leaders. School Leadership & Management 18:1, pages 123-140.
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Lynette Schaverien & Mark Cosgrove. (1997) Learning to Teach Generatively: Mentor-Supported Professional Development and Research in Technology-and-Science. Journal of the Learning Sciences 6:3, pages 317-346.
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Christopher Day. (1997) Being a Professional in Schools and Universities: limits, purposes and possibilities for development. British Educational Research Journal 23:2, pages 193-208.
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Michal Zellermayer. (1997) When We Talk About Collaborative Curriculum-Making, What Are We Talking About?. Curriculum Inquiry 27:2, pages 187-214.
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Leroi B. Daniels. (1996) Eisenberg's Heisenberg: The Indeterminacies of Rationality. Curriculum Inquiry 26:2, pages 181-192.
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David Tuohy. (1995) Teacher self‐evaluation — Discipline or dyslexia in a learning organisation?. Irish Educational Studies 14:1, pages 64-82.
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Ciaran Sugrue & Clíona Uí Thuama. (1994) Perspectives on substance and method in post‐graduate educational research in Ireland. Irish Educational Studies 13:1, pages 102-129.
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