LEADER 03815nam 2200649 a 450 001 9910962346603321 005 20251116145354.0 010 $a1-134-69331-1 010 $a1-134-69332-X 010 $a1-280-33671-4 010 $a0-203-26841-5 010 $a0-203-01216-X 024 7 $a10.4324/9780203012161 035 $a(CKB)1000000000007945 035 $a(SSID)ssj0000284833 035 $a(PQKBManifestationID)11230238 035 $a(PQKBTitleCode)TC0000284833 035 $a(PQKBWorkID)10262601 035 $a(PQKB)10198595 035 $a(MiAaPQ)EBC165322 035 $a(Au-PeEL)EBL165322 035 $a(CaPaEBR)ebr5002080 035 $a(CaONFJC)MIL33671 035 $a(OCoLC)228039834 035 $a(EXLCZ)991000000000007945 100 $a19970509d1998 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aThinking through the curriculum /$fedited by Robert Burden and Marion Williams 205 $a1st ed. 210 $aLondon ;$aNew York $cRoutledge$d1998 215 $axii, 203 p. $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-415-17201-2 311 08$a0-415-17202-0 320 $aIncludes bibliographical references and index. 327 $tchapter 1 How can we best help children to become effective thinkers and learners? The case for and against thinking skills programmes -- $tThe case for and against thinking skills programmes /$rRobert Burden -- $tchapter 2 THINKING SKILLS AND CHILDREN LEARNING HISTORY /$rJon Nichol -- $tchapter 3 ART AND ART EDUCATION AS A COGNITIVE PROCESS AND THE NATIONAL CURRICULUM /$rLeslie Cunliffe -- $tchapter 4 THINKING ABOUT AND THROUGH MUSIC /$rChristopher Naughton -- $tchapter 5 TEACHING THINKING THROUGH A FOREIGN LANGUAGE /$rMarion Williams -- $tchapter 6 INVITATIONS TO THINK IN PRIMARY SCIENCE LESSONS /$rClive Carr -- $tchapter 7 RECENT DEVELOPMENTS IN MATHEMATICAL THINKING /$rPaul Ernest -- $tchapter 8 THINKING AND THE LANGUAGE ARTS /$rRichard Fox -- $tchapter 9 READING RECOVERY -- $tA problem-solving approach to reading /$rJohn Birtwistle -- $tchapter 10 EDUCATING BEN -- $tThought, language and action for children with poor language abilities /$rPhil Bayliss -- $tchapter 11 PULLING IT TOGETHER -- $tThe challenge for the educator /$rMarion Williams. 330 $aThis book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum. The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together. 606 $aThought and thinking$xStudy and teaching$zGreat Britain 606 $aEducation$xCurricula$zGreat Britain 606 $aInterdisciplinary approach in education$zGreat Britain 615 0$aThought and thinking$xStudy and teaching 615 0$aEducation$xCurricula 615 0$aInterdisciplinary approach in education 676 $a370.15/2 701 $aBurden$b Robert L$0690856 701 $aWilliams$b Marion$f1948-$0624042 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910962346603321 996 $aThinking through the curriculum$94494078 997 $aUNINA