A study of logic enables students to see what constitutes valid arguments and legitimate fallacies and enables them to apply this to situations in their lives so they can make sound decisions. (JD)

In this interview, author Art Costa asserts that the teaching of either content or thinking skills in isolation is unproductive. To combine these approaches, he recommends selecting content for its relationship to thought processes. He also observes that administrators who model intelligent behavior thereby create a climate for thinking. (TE)

This report presents the results of a study, based on 500 responses to a survey mailed to a structured sample of school administrators, on the problems and solutions of developing thinking and reasoning skills in the schools. Provided are analyses of the issue, examples of successful practices, and advice from school administrators and…

Questions teachers use to elicit responses from students affect the kind of thought process the student will use and subsequently the type of answer he will suggest ways in which behavioral and educational objectives are reflected in teacher questions. Simplified interaction analysis techniques can be useful in diagnosing and assessing the…

Various student development theorists have postulated that the collegiate experience is a strong contributor toward cognitive development in college students. This essay examines Kitchener and King's (1981, 1985) reflective judgment model of cognitive development as both a metacognitive exercise and as a particular skill. The development of…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…

The program evaluated in this paper has a three-pronged design which includes two holistic strategies, Integrated Skill Development (ISD) and Thinking Across the Curriculum (TAC), in addition to the Supplemental Curriculum (SC). A pretest-posttest control group design with matching was employed. The program was conducted at the Cleveland School…