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Solo Taxonomy in the Social Sciences : Strategies for social inquiry / Pam Hook and Craig Perry.

By: Contributor(s): Material type: TextTextManufacturer: Laughton, England : Strawberry Hills, Australia : Invercargill, New Zealand : Essential Resources, 2016Description: 68 pages : illustrations ; 30 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1776552245
  • 9781776552245
Subject(s): Summary: SOLO Taxonomy in the social sciences shares practical strategies for using SOLO to enhance students' outcomes at each stage of their social inquiry, including when they collect quantitative and qualitative data and analyse their findings to identify causes, predict occurrences and develop evidence-based intervention programmes to address the phenomena in some way. Maintaining a strong focus on what actually happens in the classroom, the book is enriched by examples of student work that has resulted from SOLO-designed social inquiry.
Holdings
Item type Current library Collection Call number Status Date due Barcode Item holds
Childrens Non-Fiction Davis (Central) Library Non-Fiction (NEST) Non-Fiction (NEST) 371.3 HOO Coming Soon T00832360
Total holds: 0

Enhanced descriptions from Syndetics:

SOLO Taxonomy in the Social Sciences shares practical strategies for using SOLO to enhance students' outcomes at each stage of their social inquiry, including when they collect quantitative and qualitative data and analyse their findings to identify causes, predict occurrences and develop evidence-based intervention programmes to address the phenomena in some way. Maintaining a strong focus on what actually happens in the classroom, the book is enriched by examples of student work that has resulted from SOLO-designed social inquiry.

SOLO Taxonomy in the social sciences shares practical strategies for using SOLO to enhance students' outcomes at each stage of their social inquiry, including when they collect quantitative and qualitative data and analyse their findings to identify causes, predict occurrences and develop evidence-based intervention programmes to address the phenomena in some way. Maintaining a strong focus on what actually happens in the classroom, the book is enriched by examples of student work that has resulted from SOLO-designed social inquiry.

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