Thinking in Childhood and Adolescence

Nonfiction, Health & Well Being, Psychology, Child & Adolescent, Child Psychology, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Leadership
Cover of the book Thinking in Childhood and Adolescence by Paris S. Strom, Robert D. Strom, Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Paris S. Strom, Robert D. Strom ISBN: 9781623964351
Publisher: Information Age Publishing Publication: September 1, 2013
Imprint: Information Age Publishing Language: English
Author: Paris S. Strom, Robert D. Strom
ISBN: 9781623964351
Publisher: Information Age Publishing
Publication: September 1, 2013
Imprint: Information Age Publishing
Language: English

Until recently educators were expected to provide all the knowledge students would need to ensure their future. However, the Internet has altered conditions of learning in ways that motivate students to be more selfdirected and less dependent on direct instruction. Neuroscience discoveries about brain functioning also urge schools to adopt thinking as an aspect of core curriculum. Students who acquire thinking skills needed to locate information, process and organize data, generate creative and practical ideas, communicate with all age groups, and collaborate can adapt to technology change and social evolution. Encouraging adolescents to choose some goals they pursue respects their need for autonomy. Recognizing the need to amend certain goals is important so a person knows when change in personal direction is warranted. Exploring careers in a low risk setting motivates realistic aspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well in groups including peer and selfevaluation yields productive thinking and is conducive to mental health. The intended audience for this book is college students preparing to become teachers in preschool, elementary or secondary education. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learning that occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are needed to enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is a challenge for teachers of all grade levels.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Until recently educators were expected to provide all the knowledge students would need to ensure their future. However, the Internet has altered conditions of learning in ways that motivate students to be more selfdirected and less dependent on direct instruction. Neuroscience discoveries about brain functioning also urge schools to adopt thinking as an aspect of core curriculum. Students who acquire thinking skills needed to locate information, process and organize data, generate creative and practical ideas, communicate with all age groups, and collaborate can adapt to technology change and social evolution. Encouraging adolescents to choose some goals they pursue respects their need for autonomy. Recognizing the need to amend certain goals is important so a person knows when change in personal direction is warranted. Exploring careers in a low risk setting motivates realistic aspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well in groups including peer and selfevaluation yields productive thinking and is conducive to mental health. The intended audience for this book is college students preparing to become teachers in preschool, elementary or secondary education. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learning that occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are needed to enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is a challenge for teachers of all grade levels.

More books from Information Age Publishing

Cover of the book Quarterly Review of Distance Education by Paris S. Strom, Robert D. Strom
Cover of the book Effective Teaching by Paris S. Strom, Robert D. Strom
Cover of the book Mindfulness for Educational Practice by Paris S. Strom, Robert D. Strom
Cover of the book The First Sourcebook on Nordic Research in Mathematics Education by Paris S. Strom, Robert D. Strom
Cover of the book The Role of Mathematics Discourse in Producing Leaders of Discourse by Paris S. Strom, Robert D. Strom
Cover of the book Doing Well and Good by Paris S. Strom, Robert D. Strom
Cover of the book Big Theories Revisited 2 by Paris S. Strom, Robert D. Strom
Cover of the book AfricanAmerican MiddleIncome Parents by Paris S. Strom, Robert D. Strom
Cover of the book Handbook on Developing Curriculum Materials for Teachers by Paris S. Strom, Robert D. Strom
Cover of the book The Interdependence of Teaching and Learning by Paris S. Strom, Robert D. Strom
Cover of the book Deep Change by Paris S. Strom, Robert D. Strom
Cover of the book How Stakeholders Can Support Teacher Quality by Paris S. Strom, Robert D. Strom
Cover of the book Readings in Writing Courses by Paris S. Strom, Robert D. Strom
Cover of the book Apprentice in a Changing Trade by Paris S. Strom, Robert D. Strom
Cover of the book Reforming (Transforming?) a Public Human Resource Management Agency by Paris S. Strom, Robert D. Strom
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy