Thinking, inquiry and community : teacher perspectives on philosophy for children : a report on philosophy for children in Australia.

Suzanne Mellor; Laurence Splitter

Thinking, inquiry and community : teacher perspectives on philosophy for children : a report on philosophy for children in Australia.

Suzanne Mellor, Laurence Splitter

Research output: Other contribution

Abstract

This report is based on an analysis of 181 completed questionnaires, which sought information on the following: overview of the teachers / schools involved; the philosophy program in the school; the philosophy curriculum in the school; allocation of teaching time in philosophy; teaching and learning in philosophy classes; evaluation / assessment and reporting; professional development and support for teachers of philosophy; and flow-on effects from teaching/learning philosophy. The report concludes with guidelines for further work. [Introduction, ed]

Original language	English
Publication status	Published - Aug 1998
Externally published	Yes

Disciplines

Educational Assessment, Evaluation, and Research

Access to Document

https://bepress-attached-resources.s3.amazonaws.com/uploads/85/61/b4/8561b43d-1f5f-4e9c-bb9c-723519008384/fulltext.pdf

Cite this

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title = "Thinking, inquiry and community : teacher perspectives on philosophy for children : a report on philosophy for children in Australia.",

abstract = " This report is based on an analysis of 181 completed questionnaires, which sought information on the following: overview of the teachers / schools involved; the philosophy program in the school; the philosophy curriculum in the school; allocation of teaching time in philosophy; teaching and learning in philosophy classes; evaluation / assessment and reporting; professional development and support for teachers of philosophy; and flow-on effects from teaching/learning philosophy. The report concludes with guidelines for further work. [Introduction, ed]",

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AB - This report is based on an analysis of 181 completed questionnaires, which sought information on the following: overview of the teachers / schools involved; the philosophy program in the school; the philosophy curriculum in the school; allocation of teaching time in philosophy; teaching and learning in philosophy classes; evaluation / assessment and reporting; professional development and support for teachers of philosophy; and flow-on effects from teaching/learning philosophy. The report concludes with guidelines for further work. [Introduction, ed]

M3 - Other contribution

ER -