The Routledge International Handbook of Research on Teaching Thinking (2015)
Edited by Rupert Wegerif, Li Li, James C. Kaufman

Routledge teaching thinking imageThe Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses.


Dialogic: Education for the Internet Age (2013)dialogic book cover
Rupert Wegerif (Routledge)

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple.


Metacognition in Young Children (2009)
Shirley Larkin (Routledge)

Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life. This book addresses how metacognition might be fostered in young children.

Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.


Myself as a Learner Scale (2009)
Robert Burden (Imaginative Minds)

A short, effective measure of pupils’ perceptions of their abilities and approaches to learning. In its evaluation of pupils’ concepts of themselves as thinkers and learners, it identifies areas where individuals need more help. The scale is a 20-question test that is quick and easy to administer. The pack contains a user guide, a photocopiable questionnaire and a scoring overlay.


Creativity and Education Futures: learning in a digital age (2010)
Anna Craft (Threntham Books)

What is the future of education when the possibilities that exist for children change and advance so rapidly and are so uncertain? Where learning occurs as naturally in a Web 2.0 environment as in the playground, playing field, front room or street? Where adults may still be playing and experimenting far beyond their childhood in ways we could never have imagined even thirty years ago? Anna Craft explores the changing nature of childhood and youth and asks how education might need to change in response. Creativity and Education Futures is for everyone who is grappling with the messy and difficult task of transforming education.


Mind Expanding: Teaching for Thinking and Creativity in Primary Education (2010)               Rupert Wegerif (OU Press)

This innovative book responds to that challenge with a coherent account of what thinking and creativity are and how they can be taught. Taking a ‘dialogic’ approach, it shows how engaging children in real dialogue is possible in every area of the curriculum and how this can lead to more reflective, considerate and creative children who are able to think for themselves and to learn creatively. Wegerif explores the success of approaches such as Philosophy for Children, Thinking Together, Dialogic Teaching and Building Learning Power. Using illustrations and activities, he explains how teaching and learning across the primary curriculum can be transformed.


Creativity in Schools: Tensions and Dilemmas (2005)
Anna Craft (Routledge)

Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils’ creative development in a new and more thoughtful way

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