Author Description

The term used in the title of this volume - thinking practices - evokes questions that the authors of the chapters within it begin to answer: What are thinking practices? What should schools and other learning settings look like if they were organized for the learning of thinking practices? Are thinking practices general, or do they differ by discipline? If there are differences, what implications do they have for how we organize teaching and learning? How do perspectives on learning, cognition, and culture affect the kinds of learning experiences children and adults have? This volume describes advances that have been made toward answering these questions. These advances involve several agendas, including increasing interdisciplinary communication and collaboration; reconciling research on cognition with research on teaching, learning, and school culture; and strengthening the connections between research and school practice.