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Policy Constraints to the Teaching of Thinking [microform] / Robert J. Marzano
Bib ID 5500944
Format BookBook, MicroformMicroform, OnlineOnline
Marzano, Robert J
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1988 
15 p. 

At the national level there is growing agreement that direct instruction in higher order thinking skills should be a major educational focus. The concern for teaching thinking is also reflected at the local level. To satisfy this growing awareness and perceived need, a number of programs have been developed. Given the widespread interest in teaching thinking and the increasing number of programs to satisfy that interest, it could be assumed that the incidence of direct instruction in thinking at the classroom level would be rapidly increasing. However, the implementation of thinking skills programs appears to be a slow process, with many hurdles to overcome. Barriers to the implementation of thinking skills instruction--including a narrow view of curriculum, a narrow view of assessment, and involvement of non-educator groups in pedagogical decisions--should be addressed at the policy level. A curriculum which included the teaching of thinking would necessarily have a balance among factual content objectives, metacognitive objectives, and cognitive objectives. Those in positions of authority at the local, state, and national levels should mandate that assessment techniques should not be comprised primarily of objective, quantitative measures. Instead, more holistic and qualitative measures must be legitimized within education. Finally, distinctions as to the domain of responsibility of educators versus non-educators must be established and articulated at all policy levels. (Twenty-two references are attached.) (MM)


Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

May also be available online. Address as at 14/8/18:

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Critical Thinking.  |  Curriculum Development.  |  Educational Change.  |  Educational Policy.  |  Elementary Secondary Education.  |  Thinking Skills.  |  Curriculum Emphases
Form/genre Information Analyses.
Other authors/contributors Mid-Continent Regional Educational Lab., Aurora, CO
Available From ERIC 


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