ABSTRACT
In the Introduction, we stated that one purpose for developing this Volume was to provide an overview of research on the various dimensions of thinking. Because so many researchers focus on specific dimensions of thinking, it was important to examine what is known about all the dimensions: The whole may be much greater than the sum of the parts. A second purpose was to link recent research on thinking with the movement to restructure schools. Specifically, we argued that all too often restructuring focuses on reorganizing school governance structures to provide site-based management, teacher empowerment, and parent involvement; changing the fundamentals of schooling to improve thinking, teaching, and achievement in the classroom are rarely included. This collection of papers provides state-of-the-art descriptions of recent research on thinking and its implications for classroom instruction, teacher education, and restructuring.
