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by Paul A. Wagner (Author), Daphne Johnson (Author), Frank Fair (Author)
In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills.
This book uniquely combines two things. First, it provides resources for classroom teachers in middle and secondary school that make it possible to, at a moment's notice, take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.Author Biography
Dr. Wagner is the author of over 130 publications. He has previously served as a senior elected office holder in both the Philosophy of Education Society and the Association of Philosophers in Education.
Dr. Johnson is a professor of curriculum and instruction at Sam Houston State University where she teaches instructional strategies, classroom management, educational psychology, and life-span development. Her research interests are in teacher preparation, critical and creative thinking, and instructional technology. Dr. Fair is a professor of philosophy at Sam Houston State University where he has taught critical thinking for many years. He is the managing editor of the journal INQUIRY: Critical Thinking Across the Disciplines. Dr. Fasko is a professor of educational psychology at Bowling Green State University where he teaches educational psychology and life-span development. His research interests are in critical and creative thinking and moral reasoning and education.
