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OverviewOriginally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators, as they consider program content to prepare teachers to teach thinking skills. Teachers, as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers, as they decide how the curriculum should be organized and sequenced according to children’s developmental levels. Administrators, as they assess and provide leadership for improving the conditions in their schools and classrooms, which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today. Full Product DetailsAuthor: Arthur Costa , Lawrence F. LoweryPublisher: Taylor & Francis Ltd Imprint: Routledge Volume: 7 Weight: 0.340kg ISBN: 9781138195936ISBN 10: 1138195936 Pages: 126 Publication Date: 27 June 2016 Audience: College/higher education , Undergraduate , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: In Print This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPurpose. Foreword. Editors’ Preface. Author’s Preface. Introduction. 1. Structuring the Classroom for Thinking 2. Teacher-Initiated Questions and Directions that Elicit Thinking and Learning 3. Teacher Response Behaviors that Support and Extend Thinking and Learning 4. Using Thought-full Language in the Classroom 5.Metacognition – Thinking about Thinking 6. Teaching a Thinking Skill or Strategy Directly 7. How We Know Students are Getting Better at Thinking. Epilogue: Behaving Consistently with Our Cognitive Goals and Objectives. References.ReviewsAuthor InformationArthur Costa, Lawrence F. Lowery Tab Content 6Author Website:Countries AvailableAll regions |