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Literatura académica sobre el tema "Thinking skills"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Thinking skills"

Smith, William J. "Thinking Skills." NASSP Bulletin 69, no. 480 (April 1985): 108. http://dx.doi.org/10.1177/019263658506948024.

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Singh, Dr N. K. "Skills of Critical Thinking." International journal of Emerging Trends in Science and Technology 04, no. 05 (May 16, 2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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Burke, Lynsey A., and Joanne M. Williams. "Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”." Thinking Skills and Creativity 7, no. 1 (April 2012): 62–68. http://dx.doi.org/10.1016/j.tsc.2011.11.002.

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QUICKE, JOHN. "Clear thinking about thinking skills." Support for Learning 7, no. 4 (November 1992): 171–76. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00235.x.

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Zaiyar, M., and Irfan Rusmar. "Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS) Problems." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (June 24, 2020): 111–20. http://dx.doi.org/10.24042/ajpm.v11i1.5935.

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Creative thinking skills one of the important aspects that must be possessed by students' mathematical thinking skills to connect mathematical concepts as well as the development of thinking processes in solving mathematical problems. The purposes of this research are to determine the level of students' creative thinking skills in solving Higher-Order Thinking questions and to investigate the students' creative thinking skills in solving Higher Order Thinking Questions. This research employed the descriptive qualitative method with 28 students who have passed the Calculus subjects the samples of the research determined through nonprobability sampling. The data were collected through tests and interviews. The research discovered that the average score obtained was 38.43%, specifically35.71%of the students were at the very creative level, 50% of the students were at the creative level, and 14, 29% of the students were at the fairly creative level. Students' creative thinking skills were lacking in creativeness and detail indicators. They were not able to solve problems properly and correctly. The fluency and flexibility indicators were in a good category. So, it can be concluded that the level of students’ creative-thinking skills in solving the Higher-Order Thinking Skills problems was at the creative level.

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Nicoteri, Jo Ann. "Critical Thinking Skills." American Journal of Nursing 98, no. 10 (October 1998): 62. http://dx.doi.org/10.2307/3471579.

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Mays, Wolfe. "Thinking Skills Programs." Thinking: The Journal of Philosophy for Children 7, no. 4 (1988): 2–11. http://dx.doi.org/10.5840/thinking1988742.

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Schlichter, Carol L. "Thinking Skills Instruction." Gifted Child Today Magazine 11, no. 2 (March 1988): 24–29. http://dx.doi.org/10.1177/107621758801100210.

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Stein, Barry S. "Improving Thinking Skills." Contemporary Psychology: A Journal of Reviews 35, no. 2 (February 1990): 136–37. http://dx.doi.org/10.1037/028256.

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Hernstein, Richard J., Raymond S. Nickerson, Margarita de Sánchez, and John A. Swets. "Teaching thinking skills." American Psychologist 41, no. 11 (1986): 1279–89. http://dx.doi.org/10.1037/0003-066x.41.11.1279.

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Tesis sobre el tema "Thinking skills"

Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.

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Instructional reform requires learning by those who implement it. Learning involves a process of reconstructing knowledge and beliefs entailed by complex behavioral change. A cognitive perspective of policy implementation underscores that behavioural changes have a fundamental cognitive component. By assuming that policy implementation as a relatively straightforward process of transmitting behavioural rules drawn up by policy-makers to those responsible for implementing the rules, a top-down policy implementation tends to undermine the learning needs of those who are implementing instructional change. This implies a connection between the organisational factor, learning and change. There is a rich base of literature on educational change theory and learning theory. What is lacking is research attempting to link these fields. This case study sheds light on the discussion about organisational factor, learning and change by investigating the implementation of a thinking skills policy in the context of teacher education in a fully centralised education system. This involves the examination of how eight teacher educators conceptualised the thinking skills policy and implemented the intended change in their teaching. Specifically, the research questions seek to examine the acquisition of knowledge and the alteration of belief which guide the change in practice with regard to thinking skills policy. Data were collected through interviews, observations and questionnaires. The study produces three key findings. The first finding concerns the gap and uncertainties of was the absence of the intended change in practice. The third finding relates the many barriers that impede the change in teaching practice to the lack of consideration of systemic factors in the change process. All the results are connected to the issue of the organisational factors as the framing that underlies the change process. The implications of the finding for the policy-making process are discussed

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Чернець, М. О. "The importance of critical thinking skills." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7237.

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Husband, Gregg. "An analysis of critical thinking skills in computer information technology using the California Critical Thinking Skills Test." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006husbandg.pdf.

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Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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Brown, Ken. "Education, culture and critical thinking." Thesis, University of Aberdeen, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388942.

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The recent movement to enhance critical thinking through education is not entirely new. However, it differs from an earlier tradition which was concerned broadly with the historical origins and social ramifications of critical thought. The terms of reference of the current 'thinking skills debate' are more narrowly restricted to the objectives and methods of contemporary education systems and there is a characteristic tendency to adopt features of individual psychology and 'cognitive science'. Even where such conceptual perspectives are not made explicit, there is widespread commitment to the idea that it is possible to identify general skills of thought and teach them successfully. Various programmes maintain this commitment, despite a paucity of evidence that the 'skills' thus identified transfer readily between 'cognitive domains'. A powerful and controversial counter-argument has been advanced against this conception of critical thinking skills. The main thrust of 'domain-theory' is that the 'generalist' position is incoherent; thinking skills are specific to subject-matters of 'domains' of thought, and cannot be abstracted from them, a conclusion said to be preordained by the logic of language and thought. The present thesis is that this counter-argument is substantially correct as a refutation of the theoretical basis of many current aspirations for the introduction of 'thinking skills' programmes into education. Formal representations and generalised accounts of thinking fail to address the open-endedness and creativity of genuinely critical thought. Domain-theory falters, however, in its attempt to interpret logically self-authenticating modes of thought. They are not distinguished by seamless, internal logics or methodologies, nor are they radically distinct from common modes of discourse. Indeed, specialised disciplines derive their intelligibility from this common ground of evolving linguistic meaning and imagery. It is from this, rather than from within the constraints of 'logical domains' that some of the most innovatory developments occur; the perception of analogy; the 'thought-experiment' with revolutionary implications for established theory. Paradigms of this kind have universal significance for the elucidation of critical thought.

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O''''Neill, Mary. "Measuring the predictors of postgraduate nurses' thinking skills." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728388.

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Reflection is an important concept in nursing education, and is regularly used to explore the application of theory to practice and ascertain knowledge arising from practice. The ability to think critically is an essential skill for students to acquire during their education to support effective patient care and evidence-based practice. Today, reflection and thinking skills are commonly embedded in nursing curricula as learning outcomes. This study explored the relationship between reflection and reflective practice as a teaching strategy on the thinking skills of postgraduate nursing students. The study also investigated how students reflected on situations in everyday practice and the factors that motivated them to learn and the approaches they used when studying and learning. A quantitative cross-sectional survey design was used. Participants (n=210) completed four self-reported questionnaires to measure their reflective abilities, motivation, thinking skills and approaches to learning. Data were analysed using descriptive and correlation analyses including multiple regression to explore multivariate relationships between the dependent variable thinking skills and the combined sets of independent variables for reflection, motivation and approaches to learning. A model was created that explained the relationship among the independent variables and their individual and distinct contribution to the model and specifically the predication of thinking skills as postulated in the hypotheses. The model showed that self-efficacy and habitual action were statistically significant and made a unique contribution to the model as predictors of postgraduate nurses’ thinking skills. The findings provide new insights to inform teaching practice and enhance learning experiences for postgraduate students.

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Coetzee, Carla. "Mathematical thinking skills needed by first year programming students." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60991.

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The aim of this qualitative study is to explore and describe the mathematical thinking skills that students require for a first level programming subject that forms part of the National Diploma in Information Communication Technology (ICT) at a University of Technology (UoT). Mathematics is an entry requirement for many tertiary programmes, including ICT courses, unfortunately the poor quality of schooling in South Africa limits learners' access to higher education. From the literature it is evident that students lack fluency in fundamental mathematical and problem-solving skills when they enter higher education. In this study, the concept of programming thinking skills is explored, described and linked to mathematical thinking skills. An instrument (Mathematical and Programming Thinking Skills Matrix for the Analysis of Programming Assessment) has been developed and used to analyse examination papers of a first-year programming subject (at TUT) in order to identify mathematical skills as these appear in programming assessments. Semi-structures interviews were conducted with first-year programming lecturers, examiners and moderators. The literature as well and the results of the analysed data indicated and confirmed that mathematical thinking skills are extremely important when learning to program. The results of the study indicate a strong relationship between mathematical thinking skills and programming thinking skills. The outcome of this study is therefore a set of mathematical thinking skills that needs to be developed when compiling a mathematics curriculum for first level programming students studying towards a National Diploma in ICT. Dissertation (MEd)--University of Pretoria, 2016. Science, Mathematics and Technology Education MEd Unrestricted

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Swiger, Wanda S. "Correlation between critical thinking skills and decision making skills in athletic training and the examination of critical thinking differences across the curriculum." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4259.

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Thesis (Ed. D.)--West Virginia University, 2005. Title from document title page. Document formatted into pages; contains v, 122 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 94-103).

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Dewey, J. L. "Activating children's thinking skills (ACTS) : an intervention evaluation study." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444712/.

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This study investigated the impact of an infusion intervention on the cognitive, emotional and social development of Year 4 and Year 5 children across 10 schools in a large county. A two year intervention period was utilised to ascertain effects over time and contexts to monitor transfer and maintenance (Blagg, 1991 McGuinness, 1993 McKinstery & Topping, 2003). The project provided a unique contribution to the specialist sphere of thinking skills by using an experimental and matched waiting list control group to overcome limitations of earlier research design (Blagg, 1991 DfEE, 1999 Gorodetsky et al., 2002 Sternberg & Bhana, 1986). A multi-method pre, post and delayed post test using standardised measures across a range of learner outcomes developed research further in the domain of student effects in the primary age range (Coles, 1999 Nisbet, 1993 McKinstery & Topping, 2003 Watkins et al., 2001 Wilson, 2000). Furthermore, the research offered a distinctive insight into the perceptions of the key players involved through triangulated qualitative analysis which, unlike earlier studies examined the practicalities of the program in real life educational environments (Higgins et al., 2004 McGuinness, 2003 TES, 2002 Topping, 2002 Wilson, 2000). Key findings demonstrate the impact of the ACTS intervention on enhancing children's cognitive abilities over a two year as opposed to a one year intervention period. This resonates with similar studies in which such an extended time period is considered essential to generate cognitive change (Blagg, 1991 Feuerstein et al., 1980 Shayer & Adey, 1993). Correspondingly qualitative data from students and staff illustrate that children were not only able to detail the range of thinking skills taught but describe application. This evidenced transfer in both the near and far contexts an area ignored in prior work (Blagg, 1991 DfEE, 1999 McGuinness, 2003 Wilson, 2000). Additional effects linked the teaching of thinking to social and emotional gains of children in line with the evidence base (Blagg, 1991 Lipman et al., 1980 McKinstery & Topping, 2003). Considerable impact was, likewise, apparent in relation to the professional development of staff in terms of both skills and knowledge as paralleled in other studies (McGuinness et al., 1997 McKinstery & Topping, 2003 Munro, 1999 Stewart & Smardon, 2002). The research is of significance in strengthening both the empirical and theoretical evidence base in the teaching of thinking skills by evaluating infusion. Important implications for both the psychological knowledge base and educational psychology practice are made. Of particular significance are the application of such programmes within curriculum contexts alongside the professional artistry required to ensure effectiveness (McGuinness, 2003 McKinstery & Topping, 2003 Topping 2002). This will form the focus of future studies with evaluation necessitated to determine the relative value of core components within cognitive instruction. The growing interest in the area makes it of particular pertinence for ongoing EP scientific scrutiny. As McGuinness (1999) argues "The idea of thinking classrooms and schools as thinking communities, requires further articulation and interpretation, and the research base is in its infancy' (p.30). This is an area ripe for development and it is argued that educational psychologists should focus their efforts on helping teachers to translate theory into practice into the classroom.

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O'Hare, Liam. "Measuring critical thinking skills and dispositions in undergraduate students." Online version, 2004. http://bibpurl.oclc.org/web/25083.

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Libros sobre el tema "Thinking skills"

Cottrell, Stella. Critical Thinking Skills. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1.

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Cottrell, Stella. Critical Thinking Skills. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1.

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Mumford, Michael D., and Cory A. Higgs, eds. Leader Thinking Skills. 1 Edition. | New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781315269573.

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Johnson, Stephen. Teaching thinking skills. Ringwood: Philisophy of Education Society of Great Britain, 2001.

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Johnson, Stephen. Teaching thinking skills. New York, NY: Continuum International Pub. Group, 2010.

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Salkeld, Barbara A. Thinking skills research. Consett: Morrside Community College, 2001.

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1952-, Siegel Harvey, and Winch Christopher, eds. Teaching thinking skills. 2nd ed. London: Continuum International Pub. Group, 2010.

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Joshua, Slomianko, ed. Critical thinking skills. Washington, D.C: National Education Association, 1985.

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Sandra, Parks, ed. Building thinking skills. Pacific Grove, CA: Critical Thinking Press & Software, 1987.

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Huw, Evans, and NetLibrary Inc, eds. Thinking it through: Linking language skills, thinking skills and drama. London: David Fulton Publishers, 2005.

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Capítulos de libros sobre el tema "Thinking skills"

Jacobs, George M., Willy A. Renandya, and Michael Power. "Thinking Skills." In Simple, Powerful Strategies for Student Centered Learning, 55–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_7.

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Reid, Norman, and Asma Amanat Ali. "Thinking Skills." In Springer Texts in Education, 227–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_10.

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Fisher, Robert. "Thinking Skills." In Learning to Teach in the Primary School, 443–55. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-40.

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Jacobs, George M., and Willy A. Renandya. "Thinking Skills." In Student Centered Cooperative Learning, 43–59. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_4.

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Delamain, Catherine, and Jill Spring. "Thinking Skills." In Speaking, Listening & Understanding, 59–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315173344-8.

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Greenstreet, Karen, and Robert Greenstreet. "Thinking Skills." In The Survival Guide for Academic Leaders, 105–12. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003137283-7.

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Hughes, Vera. "Creative Thinking." In People Skills, 140–50. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-12527-2_12.

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Cherkassky, Lisa, Julia Cressey, Christopher Gale, Jessica Guth, Ilias Kapsis, Robin Lister, William Onzivu, and Steve Rook. "Critical thinking." In Legal Skills, 108–63. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34443-3_4.

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McComas, William F. "Scientific Thinking Skills." In The Language of Science Education, 96. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_86.

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Cottrell, Stella. "Developing thinking skills." In Teaching Study Skills and Supporting Learning, 255–64. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-07094-4_15.

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Actas de conferencias sobre el tema "Thinking skills"

Hanesova, Dana. "DEVELOPMENT OF STUDENTS’ CRITICAL THINKING SKILLS THROUGH TEXTBOOKS." In 17th annual International Conference of Education, Research and Innovation, 9324–32. IATED, 2024. https://doi.org/10.21125/iceri.2024.2359.

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DeMarco, Donna, Lisa Frye, and Dylan Schwesinger. "Towards Incorporating Computational Thinking Skills Across the Curriculum." In 2024 IEEE Frontiers in Education Conference (FIE), 1–6. IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893039.

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Tikhonova, Elena. "SOPHISTICATED THINKING: LOWER ORDER THINKING SKILLS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.117.

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Susanti, Elsa, and Hartono. "Mathematical Critical Thinking and Creative Thinking Skills." In the 2019 International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3348400.3348408.

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West, David, Margaret Young, and Jane Quillien. "Foundational Skills for Strategic Thinking." In Annual International Conference on Business Strategy and Organizational Behaviour. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1970_bizstrategy12.

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Komalasari, Heni, Dewi Karyati, Frahma Sekarningsih, and Heny Rohayani. "Higher Order Thinking Skills (HOTS)." In 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.050.

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Arsih, Fitri, Siti Zubaidah, Heffi Alberida, and Asham Bin Jamaluddin. "Relationship of critical thinking skills and creative thinking skills through the RANDAI learning model." In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0112399.

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Miterianifa, Miterianifa, Ashadi Ashadi, Sulistyo Saputro, and Suciati Suciati. "Higher Order Thinking Skills in the 21st Century: Critical Thinking." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303766.

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Khoiriyah, Umatul, Uly Pramuditya Isnaini, Rizki Fajar Utami, Nur Aini Djunet, Punik Mumpuni Wijayanti, and Fajar Alfa Saputra. "Stimulating Critical Thinking Skills Through Critical Thinking Question List (CTQL)." In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.005.

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Noviarini, Rizki Isna, Eva Banowati, and Sarwi. "Discovery-Oriented Thinking Square Media to Improve Critical Thinking Skills." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.092.

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Informes sobre el tema "Thinking skills"

Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.

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Shadrick, Scott B., Brian T. Crabb, James W. Lussier, and Thomas J. Burke. Positive Transfer of Adaptive Battlefield Thinking Skills. Fort Belvoir, VA: Defense Technical Information Center, July 2007. http://dx.doi.org/10.21236/ada470215.

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Scoular, Claire. Essential skills for learning. Australian Council for Educational Research, January 2025. https://doi.org/10.37517/978-1-74286-748-9.

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This document outlines work by the Australian Council for Educational Research (ACER) to identify a set of five essential skills for learning. As a result of an ongoing research program ACER has identified the skills of critical thinking, creative thinking, collaboration, communication, and self-regulation, and this overview document describes the building of evidence-based skill frameworks that include levels of skill development.

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Murray, William R., and Michelle Sams. Commander's Adaptive Thinking Skills Tutor (CATS Tutor) - Phase 1. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada395618.

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Гладка, О. В. Developing Higher Order Thinking Skills in the English Classroom. ПП "Марусич", 2016. http://dx.doi.org/10.31812/0564/2035.

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Riedel, Sharon L., Ray A. Morath, and Timothy P. McGonigle. Training Critical Thinking Skills for Battle Command: ARI Workshop Proceedings. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada400824.

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Jaradat, Raed, Erin Stirgus, Simon Goerger, Randy Buchanan, Niamat Ullah Ibne Hossain, Junfeng Ma, and Reuben Burch. Assessment of workforce systems preferences/skills based on employment domain. Engineer Research and Development Center (U.S.), January 2020. http://dx.doi.org/10.21079/11681/39399.

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Given the growing demand for a workforce with an understanding of system of systems, there is a need to assess an individual’s systems thinking skills. This research was undertaken to address this need by measuring an individual’s inclination to work on complex system problems based on their systems thinking score. This article investigates the correlation between employment domains and an individual’s systems thinking preferences/skills. Results of this research show that each employment domain is significantly different in their systems thinking preferences/skills profiles as well as significantly different in how the employment domains perceive change and their system’s worldview.

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Michael, Bryane. Using Tutorials in the Development of Economics and Management Thinking Skills. Bristol, UK: The Economics Network, September 2008. http://dx.doi.org/10.53593/n188a.

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Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.

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#Youngart & Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art program B was developed by a filmmaker in collaboration with a teacher in a small secondary school class with 18 students in Sunnmøre. One of the aims of #Youngart & Future Skills was to investigate how different class and school sizes functioned in different art programs. The art programs were documented through observation, interviews, questionnaires, and the students feedback on post-it notes and drawings, and the material was analysed by the research team. The research finds that of the four future skills Creativity, Collaboration, Communication, and Critical Thinking, the first three were strengthened through the art program, and Critical thinking to some extent. The collaboration between classroom teachers and teaching artist was appreciated by both parties. At the same time, there seems to be potential in a closer collaboration and a clarification of roles in relation to the implementation of the art program. It is important that both parties can use their expertise in the implementation, and that the school’s needs and the teaching artists goals and proficiency meet in a good way. There is a need for more research to explore and make choices in relation to the diversity of possibilities in scope, length, timetable, and forms of collaboration between teachers and artists.

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Hardy, Angela, Emi Iwatani, Barbara Means, and John Seylar. Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work. Digital Promise, January 2021. http://dx.doi.org/10.51388/20.500.12265/111.

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These Historical Thinking Skills rubrics were created and validated for use in the evaluation of Gates Ventures’ World History Project (WHP) curriculum. The set of rubrics for scoring teacher lessons were designed to evaluate the potential of teacher-assigned activities (e.g., an essay prompt) to provide opportunities for students to learn historical thinking skills, while the set of rubrics for scoring student work were designed to assess the extent to which students successfully used historical thinking skills in the work these activities produced (e.g., a written essay). The categories of historical thinking skills identified for measurement are aligned with widely accepted national frameworks and standards, making these rubrics applicable for use by researchers, educators and professional learning experts to study historical thinking skills learning in high school world history classrooms.

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