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• Cover
• Title
• Copyright
• FOREWORD
• ABOUT THE AUTHORS
• INTRODUCTION: TEACHING AND LEARNING FOR UNDERSTANDING
• INTENDED AUDIENCE
• PRINCIPLES OF LEARNING FOR EFFECTIVE TEACHING
• ADAPTING STRATEGIES TO KINDS OF LEARNING
• 1: HOW CAN WE TEACH FOR MEANINGFUL LEARNING?
• THE NEED FOR INQUIRY-BASED LEARNING TO SUPPORT TWENTY-FIRST-CENTURY SKILLS
• INQUIRY-BASED LEARNING
• AN HISTORICAL PERSPECTIVE ON INQUIRY-BASED LEARNING
• COLLABORATIVE SMALL GROUP LEARNING: EVIDENCE AND BEST PRACTICES
• RESEARCH ON INQUIRY LEARNING APPROACHES
• CHALLENGES OF INQUIRY APPROACHES TO LEARNING
• CONCLUSION
• 2: READING FOR UNDERSTANDING
• THE ROLE OF THE READER IN INTERACTING WITH TEXT
• DEVELOPING MINDFUL ENGAGEMENT
• RICH TALK ABOUT TEXT
• INTEGRATED INSTRUCTION
• CONCLUSION
• 3: MATHEMATICS FOR UNDERSTANDING
• AN IMAGE
• A BRIEF HISTORY: THE CONSEQUENCES OF ROTE LEARNING AND THE CONTEXT FOR CHANGE
• ISSUES IN IMPLEMENTING MATHEMATICS FOR UNDERSTANDING
• CONCLUSION
• 4: TEACHING SCIENCE FOR UNDERSTANDING
• UNDERSTANDING SCIENCE: WHERE THINGS STAND NOW
• WHAT DOES IT MEAN TO UNDERSTAND SCIENCE?
• THE CHALLENGE OF UNDERSTANDING SCIENCE
• CONCLUSION
• 5: CONCLUSION: CREATING SCHOOLS THAT DEVELOP UNDERSTANDING
• PRINCIPLES OF TEACHING FOR UNDERSTANDING
• THE POLICY CONTEXT
• APPENDIX
• BIBLIOGRAPHY
• SUBJECT INDEX
• NAME INDEX
• Credits
• End User License Agreement