Abstract
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
- Butler, I., Robinson, M., & Scanlan, L. (2005). Children and decision-making. London: National Children’s Bureau.
- Costa, A. L. (Ed). (2001). Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
- Cotton, K. (1991). Close-Up #11: Teaching thinking skills. Retrieved Oct 25, 2006, from http://www.nwrel.org/scpd/sirs/6/cu11.html.
- Dreikurs, R., & Soltz, V. (1990). Children: The challenge. New York: Plume Printing.
- Fay, J., & Funk, J. (1995). Teaching with love and logic: Taking control of the classroom. Golden, CO: The Love and Logic Press.
- Hunkins, F. (1989). Teaching thinking through effective questioning. Norwood, MA: Christopher-Gordon.
- Rimm, S. (1996). How to parent so children will learn. New York: Three Rivers Press.
- Tishman, S., & Andrade, A. (1995). Dispositions: A review of current theories, practices, and issues (ACCTION Report #1). Washington, DC: ACCTION.
- Tishman, S., Perkins, D. N., & Jay, E. (1994). The thinking classroom: Learning and teaching in a culture of thinking. Upper Saddle River, NJ: Pearson.
- Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Corwin Press.
- Wilhelm, J. D. (2001). Think-alouds boost reading comprehension. Instructor, 111, 26-28.
- Volume 30
- Issue 4
- Publication Date: Fall 2007
Creating a Culture of Thinking and Dialogue at Home
Todd Jeffrey
When Jack’s mom walked into her 9-year-old son’s classroom, she had a good idea of what she was looking for in a teacher and in a classroom. Jack had been identified as gifted and talented at the age of 7. As a kindergartener, he was a nonstop reader, as well as a nonstop talker. His constant questioning and announcements of knowledge tried the patience of his teachers. Jack’s mother, Layne, wanted a teacher for her son who would value creativity, uphold academic rigor, and inspire and embrace Jack’s uniqueness. She wanted a classroom where questioning was encouraged and students were engaged in active learning. Layne wanted what educators call a “culture of thinking and dialogue” for her son.
Cart Summary
Your cart is empty.