Teaching for Thinking

By Richard E. Mayer. 2001

641 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c3c0c3ee0eb88a4aeb9e5b17f8517eb9d1ef5f5c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. David W. Johnson
2. Roger T. Johnson
3. Karl A. Smith
4. J. Gilbert
5. A. Bandura
6. Abdulmohsen S. Aloqaili
7. D. Perkins
8. Ronald T. Kellogg

In Education

1. David W. Johnson
2. Roger T. Johnson
3. Karl A. Smith
4. J. Gilbert
5. D. Perkins
6. Robert J. Sternberg
7. A. Bandura
8. Abdulmohsen S. Aloqaili

In Literature and Literary Theory

1. A. Bandura
2. Abdulmohsen S. Aloqaili
3. D. Perkins
4. David W. Johnson
5. Roger T. Johnson
6. Ronald T. Kellogg
7. Maral Katal
8. Mehrak Rahimi

Citations in the corpus

• Pedagogies of Engagement: Classroom‐Based Practices (2005, background): “We know it is easy to slip into the traditional mode of lecture, but we all should be mindful of Wilbert McKeachie’s [99] advice on lecturing: “I lecture only when I’m convinced it will do more good than harm.”
• A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia. (2005, background): “…identifying arguments and their components, such as claims, grounds, warrants, backings, qualifiers, and rebuttals (Toulmin, et al, 1984; see also Nickerson, Perkins, and Smith, 1985, p. 290-294; Currie, 1994; Connor, 1996, Furlough, 2003 and Appendix 4.5 for detailed explanation of each…”
• Giftedness as Developing Expertise: A theory of the interface between high abilities and achieved excellence (2001, background): “All of these skills are modi able (Sternberg, 1986, 1988; Sternberg & Grigorenko, 2000; Sternberg & Spear-Swerling, 1996).”
• What Research Tells Us about Teaching Thinking Skills (2008, background): “Many researchers and specialists agree that making visible and explicit the procedures (routines) by which a skill is or can be effectively applied is essential in introducing a new skill (Anderson et al. 1985; Baker and Brown 1984; Brown, Collins, and Duguid Campione, and Day 1981; Lochhead 1976; P”
• Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? (2003, neutral): “Goldman, 1998; Halpern, 1992; Lipman, 1985; Nickerson, Perkins, & Smith, 1985; Perkins, 1992; Perkins & Grotzer, 1997; Resnick, 1987; Resnick & Klopfer, 1989; Schoenfeld, 1989, 1992; Tishman, Perkins, & Jay, 1995).”
• Training Advanced Writing Skills: The Case for Deliberate Practice (2009, background): “It depends on the ability to think clearly about substantive matters ( Nickerson, Perkins, & Smith, 1985 ).”