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Thinking in childhood and adolescence /

Strom, Paris.

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Thinking in childhood and adolescence /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Thinking in childhood and adolescence // Paris S. Strom, Robert D. Strom.
Author:	Strom, Paris.
other author:	Strom, Robert D.
Published:	Charlotte, NC :IAP, Information Age Publishing, Inc, : c2013.,
Description:	xiii, 346 p. :ill. ;25 cm.
Subject:	Cognition in children. -
ISBN:	9781623964344

Thinking in childhood and adolescence /
Strom, Paris.

Thinking in childhood and adolescence /Paris S. Strom, Robert D. Strom. - Charlotte, NC :IAP, Information Age Publishing, Inc,c2013. - xiii, 346 p. :ill. ;25 cm. - Lifespan learning.. - Lifespan learning..

Includes bibliographical references (p. 325-346).

Until recently educators were expected to provide all the knowledge students would need to ensure their future. However, the Internet has altered conditions of learning in ways that motivate students to be more self-directed and less dependent on direct instruction. Neuroscience discoveries about brain functioning also urge schools to adopt thinking as an aspect of core curriculum. Students who acquire thinking skills needed to locate information, process and organize data, generate creative and practical ideas, communicate with all age groups, and collaborate can adapt to technology change and social evolution. Encouraging adolescents to choose some goals they pursue respects their need for autonomy. Recognizing the need to amend certain goals is important so a person knows when change in personal direction is warranted. Exploring careers in a low risk setting motivates realistic aspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well in groups including peer and self-evaluation yields productive thinking and is conducive to mental health. The intended audience for this book is college students preparing to become teachers in preschool, elementary or secondary education. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learning that occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are needed to enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is a challenge for teachers of all grade levels.

ISBN: 9781623964344US85.99

LCCN: 2013031636Subjects--Topical Terms:

517684
Cognition in children.

LC Class. No.: BF723.C5 / S755 2013

Dewey Class. No.: 155.4/13

Thinking in childhood and adolescence /
LDR:02461nam a2200253 i 4500 001 1992765
003 OCoLC
005 20150624093006.0
008 151019s2013 ncua b 000 0 eng d
010 $a 2013031636
020 $a 9781623964344 $q (hbk.) : $c US85.99
020 $a 1623964342 $q (hbk.)
020 $a 9781623964337 $q (pbk.)
020 $a 1623964334 $q (pbk.)
020 $a 9781623964351 $q (ebk.)
020 $a 1623964350 $q (ebk.)
040 $a DLC $b eng
050 0 0 $a BF723.C5 $b S755 2013
082 0 0 $a 155.4/13 $2 23
100 1 $a Strom, Paris. $3 2155872
245 1 0 $a Thinking in childhood and adolescence / $c Paris S. Strom, Robert D. Strom.
260 # $a Charlotte, NC : $b IAP, Information Age Publishing, Inc, $c c2013.
300 $a xiii, 346 p. : $b ill. ; $c 25 cm.
490 1 0 $a Lifespan learning.
504 $a Includes bibliographical references (p. 325-346).
520 # $a Until recently educators were expected to provide all the knowledge students would need to ensure their future. However, the Internet has altered conditions of learning in ways that motivate students to be more self-directed and less dependent on direct instruction. Neuroscience discoveries about brain functioning also urge schools to adopt thinking as an aspect of core curriculum. Students who acquire thinking skills needed to locate information, process and organize data, generate creative and practical ideas, communicate with all age groups, and collaborate can adapt to technology change and social evolution. Encouraging adolescents to choose some goals they pursue respects their need for autonomy. Recognizing the need to amend certain goals is important so a person knows when change in personal direction is warranted. Exploring careers in a low risk setting motivates realistic aspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well in groups including peer and self-evaluation yields productive thinking and is conducive to mental health. The intended audience for this book is college students preparing to become teachers in preschool, elementary or secondary education. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learning that occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are needed to enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is a challenge for teachers of all grade levels.
650 # 0 $a Cognition in children. $3 517684
700 1 # $a Strom, Robert D. $3 2155873
830 0 $a Lifespan learning. $3 2155874