This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which aspects of schooling will be most resistant to change.…mehr
This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which aspects of schooling will be most resistant to change.
Contents: L. Idol B.F. Jones Introduction. M. Kennedy M.B. Fisher R.H. Ennis Critical Thinking: Literature Review and Needed Research. J.F. O'Flahavan R.J. Tierney Reading Writing and Critical Thinking. L. Idol B.F. Jones R.E. Mayer Classroom Instruction: The Teaching of Thinking. A. Collins Cognitive Apprenticeship and Instructional Technology. R. Feuerstein Y. Rand M.B. Hoffman M. Egozi N.B. Shachar- Segev Intervention Programs for Retarded Performers: Goals Means and Expected Outcomes. R.L. Linn Dimensions of Thinking: Implications for Testing. R. Barr C.S. Anderson Grouping Students for Instruction in Elementary Schools. R. Ames C. Ames Motivation and Effective Teaching. R.L. Allington How Policy and Regulation Influence Instruction for At-Risk Learners or Why Poor Readers Rarely Comprehend Well and Probably Never Will. W.G. Secada Student Diversity and Mathematics Education Reform. J.L. Green R.M. Kantor T. Rogers Exploring the Complexity of Language and Learning in Classroom Contexts. S. Florio-Ruane Instructional Conversations in Learning to Write and Learning to Teach. D.U. Levine E.J. Cooper The Change Process and Its Implications in Teaching Thinking. R.J. Marzano Creating an Educational Paradigm Centered on Learning Through Teacher-Directed Naturalistic Inquiry. L. Idol B.F. Jones Epilogue.
Contents: L. Idol B.F. Jones Introduction. M. Kennedy M.B. Fisher R.H. Ennis Critical Thinking: Literature Review and Needed Research. J.F. O'Flahavan R.J. Tierney Reading Writing and Critical Thinking. L. Idol B.F. Jones R.E. Mayer Classroom Instruction: The Teaching of Thinking. A. Collins Cognitive Apprenticeship and Instructional Technology. R. Feuerstein Y. Rand M.B. Hoffman M. Egozi N.B. Shachar- Segev Intervention Programs for Retarded Performers: Goals Means and Expected Outcomes. R.L. Linn Dimensions of Thinking: Implications for Testing. R. Barr C.S. Anderson Grouping Students for Instruction in Elementary Schools. R. Ames C. Ames Motivation and Effective Teaching. R.L. Allington How Policy and Regulation Influence Instruction for At-Risk Learners or Why Poor Readers Rarely Comprehend Well and Probably Never Will. W.G. Secada Student Diversity and Mathematics Education Reform. J.L. Green R.M. Kantor T. Rogers Exploring the Complexity of Language and Learning in Classroom Contexts. S. Florio-Ruane Instructional Conversations in Learning to Write and Learning to Teach. D.U. Levine E.J. Cooper The Change Process and Its Implications in Teaching Thinking. R.J. Marzano Creating an Educational Paradigm Centered on Learning Through Teacher-Directed Naturalistic Inquiry. L. Idol B.F. Jones Epilogue.
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