Action, Talk, and Text: Learning and Teaching Through Inquiry.

Gordon Wells (Editor).

ISBN 10: 0807740144 / ISBN 13: 9780807740149

Published by Columbia University: Teachers College Press, New York, NY, 2001

About this Item

Shows HI-LIGHTING toward the rear of the text and sparse UNDERLINING IN INK to page 31. Else Very Good+ in Wraps: shows indications of very careful use: light wear to extremities; textbook stickers at the lower backstrip and rear panel and a price or name has been rubbed out with black marker pen at the upper corner of the front endpaper; several dog-eared pages in the text; the binding is square and secure. Free of creases to the panels. Free of creases to the backstrip. A flawed, but lightly used copy, structurally sound and tightly bound, showing very mild wear. Bright and clean. An attractive reading copy. NOT a Remainder, Book-Club, or Ex-Library. 8vo. (9 x 6.2 x 0.7 inches), viii, 231 pages. Language: English. Weight: 12.6 ounces.Practitioner Inquiry Series, 16. First Edition Thus (2001), Second Printing (2003). University Press Paperback. First Edition Thus (2001), Second Printing (2003).

Seller Inventory # 53666

Bibliographic Details

• Title: Action, Talk, and Text: Learning and Teaching Through Inquiry.
• Publisher: Columbia University: Teachers College Press, New York, NY
• Publication Date: 2001
• Language: English
• ISBN 10: 0807740144
• ISBN 13: 9780807740149
• Binding: Paperback
• Edition: 1st Edition
• Seller catalogs:
  • Education

About this title

Synopsis

This text is an account by teachers of the inquiries into practice they have undertaken in their own classrooms. The contributing teachers share a common social-constructivist framework. They focus their inquiries upon the dialogue through which knowledge is constructed in the classroom.

About the Author

Gordon Wells is a teacher educator and well-known educational action researcher. He was a recipient of the Benjamin Meaker Visiting Professorship at the University of Bristol, and is currently Professor of Education at the University of California at Santa Cruz. During the writing of this book, he was Professor of Education at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.