The pendulum of educators' interests often swings back and forth. In the current climate of high stakes assessment, there appears to be a greater emphasis placed on literal recall of information when reading. While in the short term, this may benefit score reports, there is a concern that higher order thinking skills, such as analysis, will fall by the wayside. In so doing, there may be long term effects on the citizenry of this country. A lack of shared experiences, paired with little or no opportunity to discuss and discern, could lead to an inability to participate in and manage a complex form of government, such as a democracy. In today's middle school literature classrooms, however, there is room for all types of thinking: from the simple to the complex. Teachers who desire to create an atmosphere that values the application of a variety of thinking can make their classrooms into communites that offer students the opportunity to think in a myriad of ways. These opportunities may be explicitly modeled by the educator and take the form of whole and small group discussion, developing questioning skills and using journal writing as a tool to develop meta-cognition.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-project-2676 |
| Date | 01 January 2000 |
| Creators | Mook, Julia Denise |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses Digitization Project |
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