Cultivating Thinking [electronic resource] : Simultaneous Instruction of Metacognitive Strategies for Reading Comprehension and Cultural Understanding / Nora Brakas, Kerry Dunn and Sally Pittman-Smith.
The purpose of this work is to present a comprehensive curricular approach that helps childhood educators empower students as developing thinkers who, by connecting with literature, build a deeper and more robust cultural understanding of themselves and others. Based on a formal content analysis, 44...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2008.
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MARC
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| 100 | 1 | |a Brakas, Nora. | |
| 245 | 1 | 0 | |a Cultivating Thinking |h [electronic resource] : |b Simultaneous Instruction of Metacognitive Strategies for Reading Comprehension and Cultural Understanding / |c Nora Brakas, Kerry Dunn and Sally Pittman-Smith. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2008. | ||
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| 500 | |a Educational level discussed: Early Childhood Education. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 516 | |a Text (Reports, Evaluative) | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 520 | |a The purpose of this work is to present a comprehensive curricular approach that helps childhood educators empower students as developing thinkers who, by connecting with literature, build a deeper and more robust cultural understanding of themselves and others. Based on a formal content analysis, 44 picture books from and about the Middle East and Arabic speaking world were analyzed using a unique two-dimensional classification system developed by Brakas and Pittman-Smith (2005). The books--classified by theme-type and complexity of cultural content--are grouped on a curriculum tool using 9 sets of metacognitive questions that assist in identifying book content. The curriculum tool and the metacognitive questions provide an instructional framework for helping students develop strategic reading that, depending on certain book characteristics, requires thinking at different levels of sophistication. The classification system and the classroom approach are linked to best practices in literacy acquisition, thought provoking environments and global education. Two stories from the collection of 44 are presented as example instructional approaches, each requiring different levels of thinking. An interactive web site for professional growth, at www.culturalvoices.org, supports and enhances the work. A list of children's books cited is provided. (Contains 1 table and 1 figure.) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 524 | |a Online Submission, Paper presented at the Annual Convention of the International Reading Association (52nd, Toronto, Canada, May 2007). |2 ericd. | ||
| 650 | 0 | 7 | |a Cultural Awareness. |2 ericd. |
| 650 | 0 | 7 | |a Content Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Classification. |2 ericd. |
| 650 | 0 | 7 | |a Picture Books. |2 ericd. |
| 650 | 0 | 7 | |a Metacognition. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Educational Resources. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Global Education. |2 ericd. |
| 700 | 1 | |a Dunn, Kerry. |0 http://id.loc.gov/authorities/names/nb2007022348 |1 http://isni.org/isni/0000000043416621. | |
| 700 | 1 | |a Pittman-Smith, Sally. | |
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