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ERIC Number: EJ1178293
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1550-1175
Reawakening the Past--Capitalizing on a Swinging Pendulum: Emphasizing the Foundational Skills of Critical Thinking in the Classroom
Inouye, Martha; Houseal, Ana
Schools: Studies in Education, v15 n1 p140-148 Spr 2018
Anyone who has spent decades in public education is aware of the pendulum swing of ideas, strategies, and policies that can cause drastic changes. Since the 1980s, inclusion of critical thinking development in classrooms has sharply declined, given accountability mandates and legislation such as No Child Left Behind. A potential reawakening to critical thinking in classrooms can be spurred by two key reform efforts--the teaching of "21st Century Skills" and the adoption of the Next Generation Science Standards--that both maintain critical thinking skills as foundational. By explicitly targeting these efforts in instruction, teachers from one school district are transforming classrooms into places that foster critical thinking. Through the use of a vignette in which a high school biology teacher helps students gain self-regulation skills while reviewing their knowledge of evolutionary concepts, this article focuses on teacher learning and proposes one way to help the pendulum swing back.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A