Comprehensively addressing the development of thinking from a wide variety of perspectives, this volume presents original work from cognitive psychologists, curriculum specialists, federal government and business leaders, politicians, educational theorists, and other prominent figures specializing in this complex field. These experts provide directives for teacher education, textbook development, classroom activities, administrative policies, publication procedures, business connections, community education strategies, and whole school projects as sample plans of action. Designed to spark adoptions of the solutions it proposes, this book suggests significant steps that can be taken to move toward more advanced thinking instruction in our educational systems.
"An interesting and useful feature is that each chapter is preceded by an introduction written by an expert in the field….an excellent reference tool for educational planners and policymakers."
—Science Books & Films
"If you wish to teach thinking in your school but are unsure how to do it, the authors offer numerous excellent ideas and strategies to develop thinking in students."
—New Horizons For Learning
"The editors' goals were to present a significant body of knowledge and thought about the subject of thinking skills to the reader and to heighten interest in this topic. I believe that they have successfully accomplished their goals…. The strength of the book is that it includes something for every kind of reader….Collins and Mangieri have made a valuable contribution in this book….The commentaries provided for each chapter provide a context for the work described in each chapter and are an extremely valuable feature of the book."
Contents: Preface. J. Voss, Introduction to Chapter 1. I.L. Beck, J.A. Dole, Reading and Thinking with History and Science Text. D. Alvermann, Introduction to Chapter 2. D.M. Ogle, Developing Problem-Solving Through Language Arts Instruction. J.A. Dossey, Introduction to Chapter 3. T.A. Romberg, Mathematics Learning and Teaching: What We Have Learned in Ten Years. J.L. Irvin, Introduction to Chapter 4. C. Collins, Thinking Development Through Intervention: Middle School Students Come of Age. D.C. Berliner, Introduction to Chapter 5. S. Pogrow, A Validated Approach to Thinking Development for At-Risk Populations. A.N. Applebee, Introduction to Chapter 6. F.M. Newmann, The Prospects for Classroom Thoughtfulness in High School Social Studies. P. Messier, Introduction to Chapter 7. R. Gross, Lifelong Learning in the Learning Society of the Twenty-First Century. J.I. Goodlad, Introduction to Chapter 8. R. Calfee, The Inquiring School: Literacy for the Year 2000. B.Z. Presseisen, Introduction to Chapter 9. A.L. Costa, An Environment for Thinking. R.N. Ennis, Introduction to Chapter 10. M. Tinzmann, B.F. Jones, J. Pierce, Changing Societal Needs: Changing How We Think About Curriculum and Instruction. K. Wolf, Introduction to Chapter 11. S.G. Paris, T.A. Lawton, J.C. Turner, Reforming Achievement Testing to Promote Students' Learning. W.E. Brock, Introduction to Chapter 12. J. Duffy, Business Partnerships to Build a Thinking Populist. D. Dickinson, Introduction to Chapter 13. L.E. Decker, Thinking and Acting from a Broad Perspective: Community Education. W.F. Horn, Introduction to Chapter 14. L.A. Tsantis, D.D. Keefe, Preschool Children… Masters of Change. R. Glaser, Introduction to Chapter 15. A. S. Palincsar, L. Klenk, Examining and Influencing Contexts for Intentional Literacy Learning. W.H. Teale, Introduction to Chapter 16. T. Salinger, Critical Thinking and Young Literacy Learners. P.A. McGrane, R.J. Sternberg, Discussion: Fatal Vision -- The Failure of the Schools in Teaching Children to Think.