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 Distance Learning Journal Issue by Paris S. Strom, Robert D. Strom
Cover of the book Contemporary Social Studies by Paris S. Strom, Robert D. Strom
Cover of the book Leading with Character by Paris S. Strom, Robert D. Strom
Cover of the book Managing the Electronic Government by Paris S. Strom, Robert D. Strom
Cover of the book Working (With/out) the System by Paris S. Strom, Robert D. Strom
Cover of the book Technology Enhanced Innovative Assessment by Paris S. Strom, Robert D. Strom
Cover of the book Recovery the Native Way Workbook by Paris S. Strom, Robert D. Strom
Cover of the book CoTeaching and Other Collaborative Practices in The EFL/ESL Classroom by Paris S. Strom, Robert D. Strom
Cover of the book Contemporary Perspectives on Play in Early Childhood Education by Paris S. Strom, Robert D. Strom
Cover of the book Promising Practices to Support Family Involvement in Schools by Paris S. Strom, Robert D. Strom
Cover of the book Learning Efficacy by Paris S. Strom, Robert D. Strom
Cover of the book In View of Academic Careers and CareerMaking Scholars by Paris S. Strom, Robert D. Strom
Cover of the book Marginalized Literacies by Paris S. Strom, Robert D. Strom
Cover of the book Policy, Leadership, and Student Achievement by Paris S. Strom, Robert D. Strom
Cover of the book ServiceLearning in Literacy Education 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