eprintid: 10020435
rev_number: 8
eprint_status: archive
userid: 587
dir: disk0/00/02/04/35
datestamp: 2014-10-31 12:51:43
lastmod: 2017-12-07 21:36:51
status_changed: 2014-10-31 12:51:43
type: thesis
metadata_visibility: show
creators_name: Glevey, K. E.
title: The development of thinking in education
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2003.
abstract: The desire to enhance the thinking skills of learners has
become a worldwide phenomenon. This desire has been
further reinforced by programmes developed specifically
for this purpose. Developers of these thinking skills
programmes have made various claims about the
effectiveness of their programmes in teaching learners
general skills of thinking that can be applied to any
field of study. The thesis presents a comprehensive
examination of the four most prominent programmes. The
basis of the thesis is a critical discussion of the
assumptions underpinning these programmes and the
coherence of their claims. At the core of these
assumptions is the idea that thinking can be taught and
learned free from any context. The idea raises important
conceptual and practical issues that demand attention if
improvements in pupils' thinking are to be addressed.
date: 2003
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401736
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 386
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Glevey, K. E.;      (2003)    The development of thinking in education.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery-pp.ucl.ac.uk/id/eprint/10020435/1/GLEVEY%2C%20K.E.pdf