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Frameworks for Thinking: A Handbook for Teaching and Learning


reviewed by Erik De Corte August 16, 2006

coverTitle: Frameworks for Thinking: A Handbook for Teaching and Learning
Author(s): David Moseley, Vivienne Baumfield, Julian Elliott, Steven Higgins, Jen Miller, Douglas P. Newton, Maggie Gregson
Publisher: Cambridge University Press, Cambridge
ISBN: 0521612845, Pages: 376, Year: 2005
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During the second part of the past century, the objectives of “education for all” have shifted from the acquisition of low-literacy skills such as computation, reading and memorized knowledge to a focus on high-literacy skills such as problem solving and critical thinking, and more recently, the self-regulation of one’s learning and thinking. In research and developmental work focused on the analysis and improvement of thinking, this trend has been paralleled among others by the development of taxonomies of thinking skills, and of frameworks or models for thinking. Starting from an extensive, systematic, and critical search of the related literature, the team of authors presents in this book a selection of 42 frameworks for thinking developed since the Second World War. From the outset, the authors state clearly that their main purpose is practical: “[W]e are more interested in how frameworks can be used than in theoretical elegance” (p. 1). The... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 16, 2006
http://www.tcrecord.org ID Number: 12672, Date Accessed: 12/16/2017 11:38:46 AM

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About the Author
  • Erik De Corte
    University of Leuven, Belgium
    E-mail Author
    ERIK DE CORTE obtained the certificate of primary school teacher in 1960, and received his Ph.D. in Educational Sciences in 1970 at the University of Leuven, Belgium. He is since 1976 Professor of Educational Psychology at the same university.
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