Educational Values and Cognitive Instruction: Implications for Reform, 1st Edition (Paperback) book cover

Educational Values and Cognitive Instruction

Implications for Reform, 1st Edition

Edited by Lorna Idol, Beau Fly Jones

Routledge

482 pages

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Description

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.

Table of Contents

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.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU040000
EDUCATION / Philosophy & Social Aspects