Available under Creative Commons-ShareAlike 4.0 International License. Download for free at http://cnx.org/contents/1ed5d469-623b-4f38-8412-7a7a9fa8ae61@4.2
- Cochran-Smith, M., and Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the New Generation. New York and London: Teachers College Press. Inquiry-based learning is often considered to be closely related to the practice of research as inquiry. Both this book and the one by Wells discuss inquiry as an approach both to teaching and to researching one's own teaching practice.
- Dewey, J. (1938/1997). Experience and Education. New York: Touchstone. This book lays out the argument for taking an inquiry-based approach to education, by the philosopher-educator who is considered one of the founders of this approach.
- Knowles, M. (1975). Self-directed Learning: A Guide for Learners and Teachers. Chicago: Follett Publishing Company; Knowles, M., and Associates. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. San Francisco and London: Jossey-Bass Inc. Andragogy is Knowles' preferred term for learner-based methods, and these two books are practical guides for conducting a widely-tested inquiry-style method.
- Sleeter, C. E. (2005). Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom. New York: Teachers College Press. This book makes the argument that learner-centered education is particularly crucial for students whose lives and experiences are furthest away from the assumptions of the standard curriculum (for example, those from locally-minority cultures or low socioeconomic status), and provides advice for teachers who would like to implement these ideas within the confines of standardized curricula and testing.
- Wells, G. (2001). Action, Talk, and Text: Learning and Teaching through Inquiry. New York and London: Teachers College Press.
- 989 reads
