Annotated Bibliography

 

 

Bransford, J.D. & Stein, B.S. (1993). The Ideal Problem Solver (2nd Ed.). New York: W.H. Freeman. This book offers activities that may help you sharpen your own thinking skills while coming to a more thorough understanding of many of the concepts and principles discussed in this chapter.

Bruer, J.T. (1993). Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: MIT Press. The author describes ways in which research conclusions from cognitive science can be applied to teaching and classroom design. Although the book deals with complex issues, it is clearly written and understandable to persons who feel comfortable with the present textbook. Specific examples are drawn from mathematics, science, reading, and writing.

Gaskins, I. & Elliot, T. (1991). Implementing Cognitive Strategy Training across the School: The Benchmark Manual for Teachers. Cambridge, MA: Brookline Books. This book describes how a good school used strategy training to help students use cognitive strategies for dealing with letter reversals, miscalling words, and misunderstanding text. The results were often an improved sense of self worth and a return of at-risk students to the mainstream of education.

Manning, B.H. (1991). Cognitive Self-Instruction for Classroom Processes. Albany, NY: State University of New York Press. This book integrates a very large number of the principles of educational psychology (including behavior modification, developmental psychology, constructivism, attribution theory, and metacognition) into a clear and cohesive set of guidelines for teaching students to take responsibility for their own learning.

Marzano, R.J. & Arredondo, D.E. (1986). Restructuring schools through the teaching of thinking skills. Educational Leadership, 43(8), 20-26. This article offers a good summary of both practical and theoretical insights regarding the teaching of thinking skills.

Osman, M.E. & Hannafin, M.J. (1992). Metacognition` research and theory: Analysis and implications for instructional design. Educational Technology Research and Development, 40(2), 83-99. This article summarizes the research regarding several effective strategies for incorporating metacognitive principles into the design of instruction.

Pressley, M. & Associates. (1990). Cognitive Strategy Instruction that Really Improves Children's Academic Performance. Cambridge, MA: Brookline Books. This book describes validates strategies for using thinking skills to develop skills in decoding, reading comprehension, vocabulary development, spelling, writing, and mathematics.

Scheid, K. (1993). Helping Students Become Strategic Learners: Guidelines for Teaching. Cambridge, MA: Brookline. Based on sound research, this book offers practical guidelines to enable teachers to effectively implement strategy instruction in reading, writing, and mathematics.

Smith, R.M. & Associates. (1990). Learning to Learn across the Life Span. San Francisco: Jossey-Bass. This book discusses the principles, processes, and strategies involved in learning to learn. The various chapters integrate many of the principles discussed in this chapter with the developmental principles discussed in Chapter 4.

 

 

Miles, C. (1992). Checklists for Assessing Thought in Action. Journal of Developmental Education, 16(2), 32-33.

Costa, A. (1991). The School as a Home for the Mind. Palatine, IL: Skylight Publishing.

 

 


 

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