1.Leading Inquiry-based Learning

作　　者：Jo Towers ;E. Lisa Panayotidis

出　　处：Journal of Teaching and Learning. 2012 ;8(2).

出版社：Faculty of Education, University of Windsor

文章 ID：184635226

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2.Collaborative Writing as an Exercise of Poetic Resistance in Teacher Education

作　　者：Lisa Panayotidis ;Jo Towers ;Darren Lund 等

出　　处：Journal of the Canadian Association for Curriculum Studies. 2015 ;12(2):37-65.

出版社：Journal of the Canadian Association for Curriculum Studies

文章 ID：101231980

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3.Provoking and Being Provoked by Embodied Qualities of Learning: Listening, Speaking, Seeing, and Feeling (Through) Inquiry in Teacher Education

作　　者：Hans Smits ;Jo Towers ;E. Lisa Panayotidis 等

出　　处：Journal of the Canadian Association for Curriculum Studies. 2008 ;6(2).

出版社：Journal of the Canadian Association for Curriculum Studies

文章 ID：99983162

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4.Fragmenting Narratives: The Ethics of Narrating Difference

作　　者：Darren Lund ;Lisa Panayotidis ;Hans Smits 等

出　　处：Journal of the Canadian Association for Curriculum Studies. 2006 ;4(1).

出版社：Journal of the Canadian Association for Curriculum Studies

文章 ID：99983331

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5.Administrative supports and curricular challenges: New teachers enacting and sustaining inquiry in schools

作　　者：Jo Towers

出　　处：Canadian Journal of Education. 2012 ;35(1):259-278.

出版社：Canadian Society for the Study of Education

文章 ID：1037434720

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	Journal of the Canadian Association for Curriculum Studies	3篇
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