TY  - CHAP
AB  - Abstract In this chapter we argue that inquiry-based learning can be efficacious in providing diverse and flexible levels of challenge to promote educational growth across a variety of populations. In this way, we position inquiry-based pedagogy as a way to support equality within education, as the practice promotes the academic and personal development of each unique student. We ground our argument in a philosophical approach that advocates for equality of educational growth as the principal guiding and evaluating measure. We outline how a university can take a scaffolding approach to embedding research-focused, inquiry-based learning throughout the curricular and co-curricular landscape of an institution, presenting an approach that facilitates students’ growth toward open inquiry and the highest levels of scholarship. Within an era of scarce resources, we focus on programs representing a wide range of cost and scalability so that they can be implemented to best suit individual institutional needs.
VL  - 1
SN  - 978-1-78441-235-7, 978-1-78441-234-0/2055-3641
DO  - 10.1108/S2055-364120140000001022
UR  - https://doi.org/10.1108/S2055-364120140000001022
AU  - O’Shea Joseph
AU  - Young Latika L.
PY  - 2014
Y1  - 2014/01/01
TI  - Supporting Equality of Education through Inquiry-Based Learning
T2  - Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
T3  - Innovations in Higher Education Teaching and Learning
PB  - Emerald Group Publishing Limited
SP  - 439
EP  - 459
Y2  - 2024/04/19
ER  -