This volume explores higher level, critical, and creative thinking,
as well as reflective decision making and problem solving -- what
teachers should emphasize when teaching literacy across the
curriculum. Focusing on how to encourage learners to become
independent thinking, learning, and communicating participants in
home, school, and community environments, this book is concerned
with integrated learning in a curriculum of inclusion. It
emphasizes how to provide a curriculum for students where they are
socially interactive, personally reflective, and academically
informed.
Contributors are authorities on such topics as cognition and
learning, classroom climates, knowledge bases of the curriculum,
the use of technology, strategic reading and learning, imagery and
analogy as a source of creative thinking, the nature of motivation,
the affective domain in learning, cognitive apprenticeships,
conceptual development across the disciplines, thinking through the
use of literature, the impact of the media on thinking, the nature
of the new classroom, developing the ability to read words, the
bilingual, multicultural learner, crosscultural literacy, and
reaching the special learner.
The applications of higher level thought to classroom contexts and
materials are provided, so that experienced teacher educators, and
psychologists are able to implement some of the abstractions that
are frequently dealt with in texts on cognition. Theoretical
constructs are grounded in educational experience, giving the
volume a practical dimension. Finally, appropriate concerns
regarding the new media, hypertext, bilingualism, and
multiculturalism as they reflect variation in cognitive experience
within the contexts of learning are presented.
General
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