Developing Critical Thinking: From Theory to Classroom Practice
Autor Fernando Naiditchen Limba Engleză Paperback – 14 noi 2016
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| Bloomsbury Publishing – 14 noi 2016 | 243.19 lei 6-8 săpt. | |
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| Bloomsbury Publishing – 21 noi 2016 | 405.51 lei 6-8 săpt. |
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Specificații
ISBN-13: 9781475818932
ISBN-10: 1475818939
Pagini: 196
Ilustrații: 2 b/w illustrations; 2 tables
Dimensiuni: 151 x 229 x 14 mm
Greutate: 0.27 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
ISBN-10: 1475818939
Pagini: 196
Ilustrații: 2 b/w illustrations; 2 tables
Dimensiuni: 151 x 229 x 14 mm
Greutate: 0.27 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
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Descriere
Critical thinking requires a deep understanding of the topic at hand and the ability to look at content from diverse, and often unfamiliar, perspectives. Critical thinkers engage with material in innovative and creative ways to analyze, synthesize and assess it in order to reach their own informed conclusions. Critical Thinking: From Theory to Classroom Practice invites readers to revisit their pedagogy to promote this type of inquiry. Scholars and practitioners from several content areas introduce several examples of instructional strategies, classroom practices, and projects at multiple grade levels. Their experiences come together to highlight practical ways to foster students' critical thinking skills and encourage them to engage in learning in new ways.
Cuprins
Acknowledgments
Introduction: Teaching and Learning Critical Thinking
Fernando Naiditch, Montclair State University, USA
Chapter 1: Understanding Critical Thinking - What is it? Can we teach it? How do we learn it?
Fernando Naiditch,Montclair State University, USA
Chapter 2: Philosophy for Children and Critical Thinking: Creating a Space for Children to Think in a Kindergarten Classroom
Olivier Michaud,Université du Québec à Rimouski, Québec, Canada
Chapter 3: Critical Thinking in Action: A Collaborative Early Childhood Approach to Curriculum Design
Elizabeth Quintero,California State University, Channel Islands, USA
Chapter 4: Promoting Respect through Collaboration: A School Responds to Bullying by Engaging the Community
Jean Ann Slusarczyk & Lucy Villaluz,Franklin Elementary School, Bloomfield, NJ, USA
Chapter 5: Co-construction as a Critical Approach to Mathematics Education
Mark Russo,Pascack Valley Regional High School District, NJ, USA
Chapter 6: Critical Pedagogy and the Teaching of Reading for Social Action
Fernando Naiditch,Montclair State University, USA
Chapter 7:Think Critically and Act Collaboratively: A Critical Framework for Teaching Students with Special Needs
Mark Alter and Joan Rosenberg,New York University, USA
Chapter 8: Creativity and Motivation in the Teaching and Learning Process
Bettina Steren dos Santos, Carla Spagnolo, and Caroline Buker, Pontifícia Universidade Católica do Rio Grande do Sul, Brazil
Chapter 9: Critical Second Language Pedagogy: Lessons Learned from Teaching Students in Poverty
Fernando Naiditch,Montclair State University, USA
Afterword: Encouraging Teachers' Growth and Development using Practitioner Research
Kathryn Herr,Montclair State University, USA
About the Editor
About the Contributors
Introduction: Teaching and Learning Critical Thinking
Fernando Naiditch, Montclair State University, USA
Chapter 1: Understanding Critical Thinking - What is it? Can we teach it? How do we learn it?
Fernando Naiditch,Montclair State University, USA
Chapter 2: Philosophy for Children and Critical Thinking: Creating a Space for Children to Think in a Kindergarten Classroom
Olivier Michaud,Université du Québec à Rimouski, Québec, Canada
Chapter 3: Critical Thinking in Action: A Collaborative Early Childhood Approach to Curriculum Design
Elizabeth Quintero,California State University, Channel Islands, USA
Chapter 4: Promoting Respect through Collaboration: A School Responds to Bullying by Engaging the Community
Jean Ann Slusarczyk & Lucy Villaluz,Franklin Elementary School, Bloomfield, NJ, USA
Chapter 5: Co-construction as a Critical Approach to Mathematics Education
Mark Russo,Pascack Valley Regional High School District, NJ, USA
Chapter 6: Critical Pedagogy and the Teaching of Reading for Social Action
Fernando Naiditch,Montclair State University, USA
Chapter 7:Think Critically and Act Collaboratively: A Critical Framework for Teaching Students with Special Needs
Mark Alter and Joan Rosenberg,New York University, USA
Chapter 8: Creativity and Motivation in the Teaching and Learning Process
Bettina Steren dos Santos, Carla Spagnolo, and Caroline Buker, Pontifícia Universidade Católica do Rio Grande do Sul, Brazil
Chapter 9: Critical Second Language Pedagogy: Lessons Learned from Teaching Students in Poverty
Fernando Naiditch,Montclair State University, USA
Afterword: Encouraging Teachers' Growth and Development using Practitioner Research
Kathryn Herr,Montclair State University, USA
About the Editor
About the Contributors
Recenzii
Developing Critical Thinking presents a courageous and progressive voice to the educational discourse, bridging theory and practice. Each chapter is a subtle and persuasive theory of action that encourages teacher growth and development through critical teaching frameworks that blend research with the science of care. The contributors to this wonderful edited volume give new meaning to the now popular idea of 'critical thinking,' opening a new world of possibility where thought begins in the soul. This is a definitive text. It is essential reading.
Developing Critical Thinking: From Theory to Classroom Practice is atypical of the genre of book in which Higher Ed research is focused like a prescription on shifting classroom practice. Taking up the issue of critical thinking, Naiditch and the scholars he has enlisted turn to real classrooms and real children to show how teachers in schools and universities are using thoughtful study of their practice to engage their students in critical thinking. Their focus is on engaging learners (both teachers and students) to look at a variety of problems ranging from intensely personal ones like making algebra meaningful to general ones shared across a class and school, for example, bullying. In each instance, learners are encouraged both to use the broad range of knowing that is available in their community and to share and question so that multiple points of view are brought to the issue, are heard, and are considered. This is difficult work! There is no right way espoused here unless it is that when there is a genuine quest for knowledge on the part of teachers and students, high-level critical thinking is inevitable, engaging, and inspiring.
Fernando Naiditch and his colleagues have produced a very important book that examines critical thinking, an essentially contested concept. Critical thinking means many things to different educators and we find here a carefully constructed book that focuses on what critical thinking looks like in classrooms without minimizing the important philosophical elements it represents. Drawing on constructivism, literacy education, and disabilities education among other fields, we find a compelling argument for the essential importance of critical thinking as part of education in a democracy. Drawing implicitly on the ideas of Dewey and Goodlad, Naiditch makes clear that we need to prepare students to participate in a democratic society by listening carefully, accepting diverse positions, thinking critically about what they mean and seeking compromise. It goes a long way in helping educators use this essential pedagogical tool in their teaching.
Developing Critical Thinking: From Theory to Classroom Practice is atypical of the genre of book in which Higher Ed research is focused like a prescription on shifting classroom practice. Taking up the issue of critical thinking, Naiditch and the scholars he has enlisted turn to real classrooms and real children to show how teachers in schools and universities are using thoughtful study of their practice to engage their students in critical thinking. Their focus is on engaging learners (both teachers and students) to look at a variety of problems ranging from intensely personal ones like making algebra meaningful to general ones shared across a class and school, for example, bullying. In each instance, learners are encouraged both to use the broad range of knowing that is available in their community and to share and question so that multiple points of view are brought to the issue, are heard, and are considered. This is difficult work! There is no right way espoused here unless it is that when there is a genuine quest for knowledge on the part of teachers and students, high-level critical thinking is inevitable, engaging, and inspiring.
Fernando Naiditch and his colleagues have produced a very important book that examines critical thinking, an essentially contested concept. Critical thinking means many things to different educators and we find here a carefully constructed book that focuses on what critical thinking looks like in classrooms without minimizing the important philosophical elements it represents. Drawing on constructivism, literacy education, and disabilities education among other fields, we find a compelling argument for the essential importance of critical thinking as part of education in a democracy. Drawing implicitly on the ideas of Dewey and Goodlad, Naiditch makes clear that we need to prepare students to participate in a democratic society by listening carefully, accepting diverse positions, thinking critically about what they mean and seeking compromise. It goes a long way in helping educators use this essential pedagogical tool in their teaching.