ABSTRACT
Several key issues emerge from the chapters within this volume. They include:
Whether or not to teach thinking skills in a separate or an integrated curriculum.
Whether or not thinking skills taught separately will transfer or generalize to new and relevant contexts.
The influence of particular student characteristics on cognitive instruction.
The influence of the classroom atmosphere and other contextual factors on cognitive instruction.
The needs for the future preparation of teachers to teach thinking skills.
Critical areas to consider in bringing about change in American schooling.
