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The purpose of this paper is to provide information to help decide whether Feuerstein's "Instrumental Enrichment" (FIE) technique (or some variation of it) might be useful in teaching leadership-relevant thinking skills to prospective Army leaders. This paper examines some 35 reports of FIE research conducted in Israel, Venezuela, Canada, and in a number of locations in the United States, and asks what can be concluded from these reports with respect to the following: (1) the nature and reliability of FIE effects; and (2) for those effects that appear to be statistically reliable, the "amount" of FIE that appears to be required in order for these effects to appear. Results of this review suggest that the following characterize those studies that tend to show experimental/comparison-group differences: (1) at least a week of FIE training for instructors; (2) generally 80 or more hours of student exposure to FIE; and (3) FIE taught in conjunction with subject matter. Observed effects have been shown on nonverbal measures of intelligence. Statistically significant differences have been observed in a number of populations. There is enough evidence suggesting that FIE improves thinking skills to encourage researchers to continue investigating it. An appendix describes Feuerstein's theory and method. (Seven pages of references are included.) (LMO)

The purpose of this paper is to provide information to help decide whether Feuerstein's "Instrumental Enrichment" (FIE) technique (or some variation of it) might be useful in teaching leadership-relevant thinking skills to prospective Army leaders. This paper examines some 35 reports of FIE research conducted in Israel, Venezuela, Canada, and in a number of locations in the United States, and asks what can be concluded from these reports with respect to the following: (1) the nature and reliability of FIE effects; and (2) for those effects that appear to be statistically reliable, the "amount" of FIE that appears to be required in order for these effects to appear. Results of this review suggest that the following characterize those studies that tend to show experimental/comparison-group differences: (1) at least a week of FIE training for instructors; (2) generally 80 or more hours of student exposure to FIE; and (3) FIE taught in conjunction with subject matter. Observed effects have been shown on nonverbal measures of intelligence. Statistically significant differences have been observed in a number of populations. There is enough evidence suggesting that FIE improves thinking skills to encourage researchers to continue investigating it. An appendix describes Feuerstein's theory and method. (Seven pages of references are included.) (LMO)

The purpose of this paper is to provide information to help decide whether Feuerstein's "Instrumental Enrichment" (FIE) technique (or some variation of it) might be useful in teaching leadership-relevant thinking skills to prospective Army leaders. This paper examines some 35 reports of FIE research conducted in Israel, Venezuela, Canada, and in a number of locations in the United States, and asks what can be concluded from these reports with respect to the following: (1) the nature and reliability of FIE effects; and (2) for those effects that appear to be statistically reliable, the "amount" of FIE that appears to be required in order for these effects to appear. Results of this review suggest that the following characterize those studies that tend to show experimental/comparison-group differences: (1) at least a week of FIE training for instructors; (2) generally 80 or more hours of student exposure to FIE; and (3) FIE taught in conjunction with subject matter. Observed effects have been shown on nonverbal measures of intelligence. Statistically significant differences have been observed in a number of populations. There is enough evidence suggesting that FIE improves thinking skills to encourage researchers to continue investigating it. An appendix describes Feuerstein's theory and method. (Seven pages of references are included.) (LMO)

The purpose of this paper is to provide information to help decide whether Feuerstein's "Instrumental Enrichment" (FIE) technique (or some variation of it) might be useful in teaching leadership-relevant thinking skills to prospective Army leaders. This paper examines some 35 reports of FIE research conducted in Israel, Venezuela, Canada, and in a number of locations in the United States, and asks what can be concluded from these reports with respect to the following: (1) the nature and reliability of FIE effects; and (2) for those effects that appear to be statistically reliable, the "amount" of FIE that appears to be required in order for these effects to appear. Results of this review suggest that the following characterize those studies that tend to show experimental/comparison-group differences: (1) at least a week of FIE training for instructors; (2) generally 80 or more hours of student exposure to FIE; and (3) FIE taught in conjunction with subject matter. Observed effects have been shown on nonverbal measures of intelligence. Statistically significant differences have been observed in a number of populations. There is enough evidence suggesting that FIE improves thinking skills to encourage researchers to continue investigating it. An appendix describes Feuerstein's theory and method. (Seven pages of references are included.) (LMO)

This project is a systematic review and meta-analysis investigating the effectiveness of instructional strategies aimed at developing critical thinking (CT) skills and dispositions in formal or structured educational programs. Critical thinking is widely acknowledged as a foundational 21st-century competency, vital for both academic achievement and informed decision-making in complex, real-world contexts. Since the last major synthesis by Abrami et al. (2015), which included studies published up to 2009, there has been a significant expansion in the literature, particularly with the rise of digital and AI-supported learning environments. Despite this growth, no systematic effort has been undertaken to update or integrate this emerging body of evidence in the context of CT instruction. Broadly, this review will include studies published from 2010 to 2025 involving learners aged 6 and up across all educational contexts (K–12, higher education, adult learning). Eligible studies must quantitatively evaluate instructional strategies aimed at improving CT outcomes, including skills such as reasoning and problem-solving, and dispositions such as open-mindedness or scepticism. The review will estimate overall effect sizes using meta-analysis and explore how outcomes vary based on study design, instructional type, learner age, and other moderators. The expected outcome is a clear synthesis of what works, for whom, and under what conditions providing guidance for educators, policymakers, and researchers working to foster critical thinking through instruction.

This project is a systematic review and meta-analysis investigating the effectiveness of instructional strategies aimed at developing critical thinking (CT) skills and dispositions in formal or structured educational programs. Critical thinking is widely acknowledged as a foundational 21st-century competency, vital for both academic achievement and informed decision-making in complex, real-world contexts. Since the last major synthesis by Abrami et al. (2015), which included studies published up to 2009, there has been a significant expansion in the literature, particularly with the rise of digital and AI-supported learning environments. Despite this growth, no systematic effort has been undertaken to update or integrate this emerging body of evidence in the context of CT instruction. Broadly, this review will include studies published from 2010 to 2025 involving learners aged 6 and up across all educational contexts (K–12, higher education, adult learning). Eligible studies must quantitatively evaluate instructional strategies aimed at improving CT outcomes, including skills such as reasoning and problem-solving, and dispositions such as open-mindedness or scepticism. The review will estimate overall effect sizes using meta-analysis and explore how outcomes vary based on study design, instructional type, learner age, and other moderators. The expected outcome is a clear synthesis of what works, for whom, and under what conditions providing guidance for educators, policymakers, and researchers working to foster critical thinking through instruction.

The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was used in data collection and percentage and frequency values were calculated for the data analysis. The results showed that preservice teachers thought that thinking skills could be taught and teaching thinking skills should begin in pre-school level. They regarded the mixed approach as the most effective approach in teaching thinking skills. They considered that teachers' and administrators' modeling were considerably important in thinking-friendly classrooms and schools. They believed that being open to different opinions was the most important attribute of teachers who promote thinking. Pre-service teachers perceive themselves partially competent in developing students' thinking skills in the future. However, they emphasized the need for training in teaching thinking skills at schools.

When critical thinking skills are set adrift from course content, teachers soon fall prey to using critical thinking skills as techniques for getting students to succeed in class rather than surviving outside the classroom. However, the majority of writers in critical thinking skills agree that the skills are not subject-specific, are teachable, transfer to other disciplines, and cluster into paradigms for examining social phenomena. Students learn critical thinking skills by observing the professor manage the context of learning. A skillful teacher assesses students' experience bases and assists them in building structures they wish to change from those bases. Critical thinking skills in the communication classroom should help students assess the strengths they bring to the classroom; weigh the loci of issues in their environment; assist in matching their strategies for change with their repertoire of need for change; and make solutions obvious to the students and to others. To do this, teachers should plant students in contexts other than the classroom; abandon the text-driven course; discuss relevant social issues in class; help students discover their voices; use context-specific assessment tools; and focus students on communication patterns that connect and unify interaction contexts. Communication teachers can encourage critical thinking skills when they teach students: (1) how quickly image transfers meaning; (2) how to use computers to enrich detail and increase information yet reduce it to manageable style; and (3) how to see beauty in this postindustrial society where there is no beauty immediately apparent. (Contains 61 references.) (RS)

When critical thinking skills are set adrift from course content, teachers soon fall prey to using critical thinking skills as techniques for getting students to succeed in class rather than surviving outside the classroom. However, the majority of writers in critical thinking skills agree that the skills are not subject-specific, are teachable, transfer to other disciplines, and cluster into paradigms for examining social phenomena. Students learn critical thinking skills by observing the professor manage the context of learning. A skillful teacher assesses students' experience bases and assists them in building structures they wish to change from those bases. Critical thinking skills in the communication classroom should help students assess the strengths they bring to the classroom; weigh the loci of issues in their environment; assist in matching their strategies for change with their repertoire of need for change; and make solutions obvious to the students and to others. To do this, teachers should plant students in contexts other than the classroom; abandon the text-driven course; discuss relevant social issues in class; help students discover their voices; use context-specific assessment tools; and focus students on communication patterns that connect and unify interaction contexts. Communication teachers can encourage critical thinking skills when they teach students: (1) how quickly image transfers meaning; (2) how to use computers to enrich detail and increase information yet reduce it to manageable style; and (3) how to see beauty in this postindustrial society where there is no beauty immediately apparent. (Contains 61 references.) (RS)

Purpose: The study aims to (1) review the literature that analyses the relevance of Bloom's Taxonomy of Educational Objectives in the teaching of creative and critical thinking among students in Malaysia, and (2) identify missing aspects in Bloom's Taxonomy vis a vis the indigenous context, important to promote creative and critical thinking among students in Malaysia. Method: Multiple sources of information which (1) documents the objectives of English Literature curriculum in Malaysia, (2) outlines the nature of Bloom's Taxonomy, (3) reports past research which addresses issues in the application of Bloom's Taxonomy, and (4) reports research findings on the issues in teaching English Literature as a subject. Findings: The literature subject is an essential avenue for students' learning, especially in developing creative and critical thinking. The English syllabus with augmented taxonomy should be based on holistic learning outcomes which contain three set of abilities- Rationale Thinking, Purposeful Thinking, and Effective Relation with Contexts. Significance: The study would shed light on the effectiveness of teaching creative and critical thinking through English Literature. The findings may help curriculum developers and teachers to explore the missing aspects in the Bloom's Taxonomy vis a vis the indigenous context, hence lead to the development of informed way forward in designing effective pedagogical approach/es that nurture creative and critical thinking among students.

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.

Investigating the feasibility of the product and students' response to it is the main goal of this R&D. The 4-D development paradigm used in this study consists of the following stages: defining, designing, developing, and dissemination stages. In this study, students from secondary schools in Bengkulu City, SMAN 02, SMAN 4 and SMAN 09 took part. The focus of this research is to train students' critical thinking skills through participation in massive open online courses (MOOCs) with topics related to assisted impulses and momentum. Eighty-eight students from three institutions were surveyed, and their answers were validated by two professional lecturers and three physics professors. Classroom observations, interviews with instructors and students, questionnaires tailored to their needs, expert validation, and analysis of quantitative and qualitative responses provided data for research. The average percentage of respondents who strongly agreed with the statement that teachers' needs were met was 89.68 percent; Respondents who agreed with the statement of student needs were 73.92 percent.

This study examined adult educators' perceptions of components related to critical thinking, including definitions of critical thinking, instructional methods used, and methods of measuring students' growth. A self-report survey method elicited responses from adult educators who currently teach or previously taught adult education courses in United States institutions offering graduate degrees in adult education. Of 155 questionnaires, 78 were returned and 68 were usable. Data were summarized using frequencies, percents, means, and standard deviations. Some tests of statistical significance were carried out using the chi-square statistic. No statistically significant results were found. Respondents agreed that one goal of adult education should be to develop students' critical thinking skills. Moreover, they believed they are teaching critical thinking, using an indirect approach. However, they indicated that adult educators do not have a clear idea about what critical thinking is, which suggests that instruction has not been addressed systematically. Although no single definition of critical thinking emerged, results led to development of a conceptual framework of critical thinking for adult educators. Results indicated adult educators used experiential and participatory methods when teaching critical thinking skills. To evaluate gains in students' critical thinking skills, adult educators reported using a variety of qualitative measures. (Appendixes contain 119 references, instrument, and responses.) (YLB)

This pamphlet reviews five reports that highlight an emerging consensus among researchers about the value of systematically incorporating cognitive instruction into the elementary school curriculum. First is a comprehensive framework by Robert J. Marzano and C. L. Hutchins for an integrated approach to thinking skills that has been developed and tested by the Mid-Continent Regional Educational Laboratory. Next are three research studies conducted at the elementary level that reveal the efficacy of cognitive instruction both in raising achievement levels and in closing the gap between high and low achievers. These studies focus, respectively, on metacognitive strategies of first- through third-grade teachers, writing instruction for second-graders, and mathematics instruction in kindergarten. The final selection describes the development and implementation of a successful cognitive instruction program for kindergarten through third grade in an urban school district. (TE)

This pamphlet reviews five reports that highlight an emerging consensus among researchers about the value of systematically incorporating cognitive instruction into the elementary school curriculum. First is a comprehensive framework by Robert J. Marzano and C. L. Hutchins for an integrated approach to thinking skills that has been developed and tested by the Mid-Continent Regional Educational Laboratory. Next are three research studies conducted at the elementary level that reveal the efficacy of cognitive instruction both in raising achievement levels and in closing the gap between high and low achievers. These studies focus, respectively, on metacognitive strategies of first- through third-grade teachers, writing instruction for second-graders, and mathematics instruction in kindergarten. The final selection describes the development and implementation of a successful cognitive instruction program for kindergarten through third grade in an urban school district. (TE)

This pamphlet reviews five reports that highlight an emerging consensus among researchers about the value of systematically incorporating cognitive instruction into the elementary school curriculum. First is a comprehensive framework by Robert J. Marzano and C. L. Hutchins for an integrated approach to thinking skills that has been developed and tested by the Mid-Continent Regional Educational Laboratory. Next are three research studies conducted at the elementary level that reveal the efficacy of cognitive instruction both in raising achievement levels and in closing the gap between high and low achievers. These studies focus, respectively, on metacognitive strategies of first- through third-grade teachers, writing instruction for second-graders, and mathematics instruction in kindergarten. The final selection describes the development and implementation of a successful cognitive instruction program for kindergarten through third grade in an urban school district. (TE)

This comprehension model defines and describes nine categories of comprehension, including word meanings, location/recall, translation, interpretation, prediction, application, analysis, synthesis, and evaluation. Each of the categories includes the following sections: highlights, containing a definition and questions; instructional objectives for kindergarten through grade twelve; a discussion of the topic; and learning activities for kindergarten through grade twelve. Also included are a summary of the contents, a conclusion, an annotated resources list, and a bibliography. (LL)

This report describes Project THISTLE: Thinking Skills in Teaching and Learning, a collaborative college-school program developed by Montclair State College and the Newark public schools, New Jersey. It was designed to improve the basic skills of college bound urban high school students working with their teachers in an integrated process of curriculum and staff development. Its major emphasis is on the preparation of classroom teachers to strengthen the critical thinking abilities of their students, helping them develop the skills and dispositions to engage in intellectually active, constructive, and reflective encounters with ideas within the content areas. It was first implemented in 1979 and has been in continuous operation since then, involving more than 300 Newark teachers. The basic structure of the project involves Newark teachers in three overlapping but sequential curriculum/staff development phases: (1) graduate course work to improve their own understanding of the learning process; (2) additional related coursework; and (3) extended professional development activities. Studies and evaluations of this project show that it has been effective in improving student abilities in reading comprehension. There has been continuing interest in the program by Newark and its teachers. Copies of Project THISTLE newsletters are appended along with copies of related journal articles. Contains 24 references. (SM)

The current study aimed to investigate Saudi pre-service teachers' knowledge about the general concepts of critical thinking, as well as its skills. In addition, the study explored their perceptions about critical thinking and its teaching in classrooms with an aim to develop learning and teaching process. The study was conducted with twenty-nine male students at a teacher education program in the College of Education, King Saud University. The quantitative method was used, employing a three-part instrument. The quantitative data was analyzed with SPSS software program (ver. 20.0), using sums, means and standard deviations of pre-service teachers' responses on the questionnaires. According to the findings of the current study, pre-service teachers who were enrolled in the College of Education were found to have inadequate knowledge about critical thinking skills. Although, the present study concluded that pre-service teachers held positive opinions about the value of teaching critical thinking, they generally had unsure knowledge about critical thinking. They expressed that they are not sure if they had the skills necessary to promote critical thinking by students in their classes. The current study recommends that education preparation programs are in need to be reviewed and specialized courses in critical thinking skills need to be incorporated. Pre-service teachers' knowledge about critical thinking should be enhanced to enable them reflect what they have of skills on their future teaching duties. More exploration is suggested to explore critical thinking knowledge among college teachers and to examine their methods of teaching critical thinking.

This research identified a pressing need to create specialized teaching modules for electrical topics within the science curriculum that target students’ higher-order thinking skills (HOTS). Despite the recognized significance of HOTS in improving students’ educational achievements, science educators encounter obstacles when attempting to effectively teach these skills. To tackle this challenge, the study utilized a qualitative research methodology, conducting semi-structured interviews with six science teachers from diverse Malaysian schools. The primary objective was to pinpoint the necessity for developing instructional modules that enhance students’ HOTS in primary school science subjects. This study revealed four key themes arising from the needs assessment: the importance of HOTS knowledge, obstacles in teaching HOTS, effective teaching strategies, and the actual teaching of HOTS. This study underscores the critical need for enhanced professional development opportunities for teachers to effectively impart HOTS and stresses the importance of providing suitable teaching resources. By developing these tailored modules, students’ critical thinking and problem-solving skills can be nurtured, paving the way for their academic and professional success. Consequently, the study’s recommendations offer valuable insights for policymakers, educators, and researchers seeking to create impactful teaching modules that cater to students’ HOTS in primary school science subjects.

Higher order thinking skills (HOTS) has portrayed immense industry demand and the major goal of educational institution in imparting education is to inculcate higher order thinking skills. This compiles and mandate the institutions and instructor to develop the higher order thinking skills among students in order to prepare them for effective performance and meet the employers' expectations (Heong et al., 2011). Role of teaching strategies plays a vital role in such inculcation where students can analyze, interpret, reason out, synthesize, evaluate and create. The current study signifies the perceptual understanding of higher order thinking skills of the graduate passing through the higher educational institutions in Thailand. The study also contributes to the literature with bridging the conceptual gap with examining the relationship between teachers' professional components with teaching strategy of higher order thinking skills. The study has explored the perceived level of HOTS among students and its difference between genders. It has also attempted to know the teaching strategies for the inculcation of HOTS being practiced in Thailand and its relations with teachers' professional component such as designation, educational qualifications, teaching experience, research experience and training and workshop exposure. The research participants into the study are 126 teachers and 659 students. This incorporates survey within various courses of leading International higher educational institutions and universities in Bangkok. Two survey instruments were employed; the first survey was administered on teachers intending to measure the teaching strategies to impart higher order thinking skills and teachers' professional component. The second instrument has undertaken the Mazaro's rubric for specific task and situation to assess the perceived level of higher order thinking skills among students. The finding of the study revealed that students have shown medium level of higher order thinking skills. The teachers are using more knowledge development and application strategies. The teachers' professional components such as designation, teaching experience and qualification are significantly correlated with strategies used for imparting higher order thinking skills. Based on the observation study has furnished suggested measures and future dimensions of the research.

The purpose of this literature review was to study some of the most famous works in teaching thinking skills. Teaching thinking is an arguable issue in the UAE. Some teachers are in favour of teaching thinking skills implicitly while others support the view that students have to learn thinking skills explicitly. The study aimed at answering two main questions. Firstly, why do we teach thinking skills? And secondly, how can we teach thinking skills? A number of well known books written by De Bono and Robert Swartz were used in this study because they represent good examples of the two main approaches in teaching thinking. The literature review indicates that thinking skills not only can be learnt, but also must be taught in schools. Teachers need to develop a "thinking curriculum" in schools that believe that all students can be good thinkers. BEST (Building and Enhancing Skilful Thinking) is a suggested programme by the author that uses ideas from the two main approaches in teaching thinking skills. BEST views writing as a thinking process that requires students to practice creative and critical thinking. The following are appended: (1) graphic organizer used by students to write their ideas; (2) instructional strategies to develop each of the 15 fundamental thinking skills (Kagan Structures for Thinking Skills); (3) components of infusion lessons prepared by the author; (4) model lesson based on Robert Swartz's model lessons; and (5) summary of the main features of BEST. (Contains 1 figure.)

It is becoming increasingly important to teach students higher-order thinking skills in addition to mere factual knowledge. Recent scientific and technological advances offer significant opportunities to implement more effective teaching of these skills. By investigating intellectual processes, cognitive science has led to a significantly better understanding of the underlying human thought processes responsible for good performance in complex domains. This paper describes briefly some of the opportunities made possible by these recent developments. Some important higher-order cognitive skills are identified and the evidence that these can be taught is discussed. It is pointed out that some current educational practices are ineffective or even harmful. Requirements needed for the effective teaching of higher-order cognitive skills are described and practical suggestions are made for promoting such teaching. Two pages of references conclude the document. (JD)

This publication profiles nine secondary school teachers selected as the 1988-89 Laboratory Fellows by the Regional Laboratory for Educational Improvement of the Northeast and Islands. The Teacher Recognition Program is conducted by the Small Schools Network of the Laboratory to recognize outstanding teachers of a particular content area or skill. In 1989, nominations were sought for outstanding teachers of thinking and reasoning skills in small and rural secondary schools. The profiles of these nine teachers are excerpts from the portfolios submitted to the selection committee. Educational training, experiences, teaching philosophies, teaching techniques, and the use of thinking and reasoning skills in these teachers' coursework are presented. (ALL)

Noting that the public's discussion, and most of what has appeared in educationist publications for teachers' discussion, is silent about the practicality of what reasoning is and how to teach it, this paper presents several examples taken from the National Assessment of Educational Progress' (NAEP) "Literacy: Profiles of America's Young Adults" to illustrate the depth of the literacy problem and makes recommendations as to which reasoning abilities are needed for functional literacy. The paper presents four higher reasoning skills and one classroom activity for each: (1) synthesis or summary; (2) analysis or problem solving; (3) argumentation; and (4) experimentation. The paper concludes that it is beginning to become apparent that the nationwide tests which reveal students' inabilities to invoke higher reasoning skills rest upon educators' not knowing what those higher skills are and how to put them into the classroom. (RS)

An evaluation of a summer geography institute focusing on the use of thematic maps as tools for teaching across the curriculum was conducted during 1988. The annual institute is sponsored by the Tennessee Geographic Alliance in conjunction with the National Geographic Society. Thematic map making involves portrayal of visible patterns of inequality that stimulate questions and responses. In essence, thematic maps are tools for eliciting speculations, tentative explanations, and hypotheses to be tested. The 1988 institute involved 24 fourth- through 12th-grade teachers from Tennessee and South Carolina. Five techniques were used in the comprehensive evaluation of the institute: (1) participant observation; (2) participant perception survey; (3) participant interviews; (4) content analysis of participant diaries; and (5) content analysis of institute materials. A total of 36 activities and 30 materials were coded and charted by investigators to determine levels of learning style accommodation and thinking skills facilitation. Results indicate that thematic mapping accommodates a range of perceptual learning styles and contributes to the development of higher order thinking skills and processes. In addition, simple analyses of instructional activities and materials can generate valuable information for instructional decision making. (TJH)

The purpose of this teaching module is to enable participants to demonstrate and apply their knowledge of comprehension and critical thinking skills, using the Watson-Glaser Test of Critical Thinking Ability. Critical thinking is defined as an attitude of thoughtful consideration of the problems and subjects that come within one's experience, knowledge of the methods of logical inquiry and reasoning used to deal with such problems and subjects, and skill in applying such methods. Skill in making evaluative and critical decisions becomes especially important because of mass media influence on public opinion. Participants take the Watson-Glaser Test as a preassessment, choose activities from a list of alternatives, and retake the test as a postassessment. (PB)

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

Views of critical thinking were culled from the literature and developed into a scholarship of teaching and learning (SoTL) model that was implemented into the Internet course, "The Politics and Psychology of Hatred." Assessment of student course postings demonstrated a strong relationship between interpersonal skills (referred to in the curriculum as "course etiquette") and advancement on the levels of critical thinking. The implications of these findings are discussed.

As a consequence of studies indicating that students' ability to think can be improved through direct instruction, this booklet presents one approach to teaching thinking skills within the context of existing curricula--a model described as the "inclusion process." The booklet discusses what thinking skills should be taught and how to decide which skills are appropriate. It then describes four approaches for teaching thinking skills: infusion, a separate course, linkage, and inclusion. Next, the booklet describes using the inclusion process and guidelines for teaching thinking skills using focus and application lessons. The booklet concludes by discussing the universality of the inclusion process, evaluating thinking skills instruction, and advocating a focus on process rather than content. (EL)

This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching; sources of problems and decisions; problem-solving techniques; wrong decisions; preplanning with instructional schedules; supervised study; problem-solving lessons from life; and motivation processes. Next, the lesson plans are grouped by the following problem-solving techniques: key-steps situation; forked-road situation; possibilities-factors situation; situation-to-be-improved technique; effect-cause situation; and four-question interest approach. The lesson plans are drawn from a wide range of vocational program areas, including consumer homemaking, animal care, precision machining technologies, agribusiness, horticulture, occupational work adjustment, cosmetology, work and family life, business education, landscape design/management, natural resources, math intervention, and small engines. Each lesson plan includes some/all of the following: program/unit/subunit; name of instructor who developed the plan; competency/terminal performance objective; strategies for related class and/or laboratory instruction; competency builders/pupil performance objectives; integrating academic competencies; required equipment/supplies/resources; schedule; and detailed guidelines for preparing to teach the lesson, presenting the lesson, helping students apply concepts/principles/skills, and evaluating student learning. (MN)

Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

This document addresses some of the factors involved in teaching critical thinking skills in the science classroom. It contains sections that deal with: (1) pair problem solving--creating a Socratic learning environment (emphasizes the role of the teacher); (2) writing to learn science (the thought-process protocol); (3) integrating science process skills into the regular curriculum; (4) thinking skills in content area instruction; (5) activity-based elementary science instruction; (6) improving students visual-spatial abilities; (7) using heuristics (including concept mapping and the Vee diagram); (8) the role of student misconceptions in teaching critical thinking; (9) multiple representations as an important instrucational tool; (10) the laboratory as a place where students can make discoveries; (11) the learning cycle of the Science Curriculum Improvement Study (SCIS) which includes exploration, innovation, and discovery; and (12) classroom management issues. A bibliography is also included. (TW)

This document addresses some of the factors involved in teaching critical thinking skills in the science classroom. It contains sections that deal with: (1) pair problem solving--creating a Socratic learning environment (emphasizes the role of the teacher); (2) writing to learn science (the thought-process protocol); (3) integrating science process skills into the regular curriculum; (4) thinking skills in content area instruction; (5) activity-based elementary science instruction; (6) improving students visual-spatial abilities; (7) using heuristics (including concept mapping and the Vee diagram); (8) the role of student misconceptions in teaching critical thinking; (9) multiple representations as an important instrucational tool; (10) the laboratory as a place where students can make discoveries; (11) the learning cycle of the Science Curriculum Improvement Study (SCIS) which includes exploration, innovation, and discovery; and (12) classroom management issues. A bibliography is also included. (TW)

Six basic considerations in teaching literature to gifted children in grades four through six are presented in the first half of this curriculum guide: (1) The teacher needs a broad knowledge of literature, as well as a sensitivity to students, in order to recommend literature for each child. (2) The teacher's method of presentation is important. (3) The reading preferences of the child should be honored. (4) The interrelationship of content and skills must be recognized. (5) The gifted child should be encouraged to develop higher intellectual skills such as evaluation, critical and creative thinking, recognition of implication, development of hypotheses, and comparison and contrast. (6) Varied types of literature should be suggested by the teacher. The second half of the curriculum guide offers four sample units with suggested activities and readings given for each unit. The units are entitled: "Conformity and Rebellious Behavior,""Science Fiction and Fantasy Literature,""A Study of the Works of One Author," and "Use of Historical Fiction." The two appendixes offer a sample comprehensive literature unit and a suggested literature/language arts curriculum for academically gifted students. (JF)

This paper examines some 35 reports of empirical research on Feuerstein's 'Instrument Enrichment' FIE as a method of teaching thinking skills, and asks what can be concluded from these reports with respect to the following: (a) the nature and statistical reliability of FIE effects, and, for those effects that are statistically reliable, (b) the 'amount' of FIE that appears to be required in order for these effects to appear.

The aim of this study was to examine Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills in terms of the variables of age, professional experience, educational status, and taking course on thinking skills. The screening model was used in the study. The current pandemic process was taken into account and the convenience sampling method was used while determining the study group. Turkish Language teachers forming the study group consisted of 109 females and 68 males. “Teachers’ Self-efficacy towards teaching thinking scale” was used as the data collection tool. The data of the study were analyzed using the statistical package program. In conclusion, no significant difference was found between the Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and gender. It was concluded that Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills differed according to professional experience. It was concluded that there was no significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and their educational status. It was concluded that there was a significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and taking course on thinking skills.

The purpose of this study was to assess the effects of an innovative art education program that was piloted in two elementary schools in Wichita, Kansas in 1987. Two questions were addressed: (1) Does instruction in art by a qualified art teacher produce increased learning of the content of art? and (2) Does art instruction emphasizing thinking skills have positive effects on student learning? Four major areas of instruction were addressed in the experimental art program: design concepts and expressive art production, critical and appreciative learning in art, cultural and historical aspects of art, and creative problem solving. Two teachers with certification in art education were assigned to the experimental schools. The teachers met with students in grades 1 through 6 for 1 hour each week. Lesson plans were designed to teach art concepts with an emphasis on higher level thinking skills. In addition to analysis, synthesis, and evaluation, students were involved in activities requiring transformation, causation, focus, visualization, tolerance, elaboration, and divergent thinking. The experimental group consisted of fourth, fifth, and sixth grade students; the control group consisted of students receiving art instruction from regular classroom teachers. Results indicated that instruction in art by a qualified art teacher produces increased learning in the content of art. Findings concerning student achievement were inconclusive. (RH)

Project THISTLE (Thinking Skills in Teaching and Learning) was developed by Montclair State College (New Jersey) faculty in collaboration with the Newark, New Jersey, public schools. The project is designed to improve the basic skills of urban college-bound high school students by working with their teachers in an integrated process of curriculum and staff development. An interdisciplinary approach focuses on thinking as an essential, integral part of both subject area learning and "higher order" basic skills development, particulary reading comprehension, analytic writing, and mathematical reasoning and problem solving. Since 1980, more than 100 Newark teachers have participated in the project's program of graduate course work in curriculum development and basic skills instruction, a supervised classroom implementation, and elective professional development activities. Hundreds more have engaged in less intensive project activities. Analysis of pretest and posttest scores of students in grades 10-12 found that the students doubled their annual growth rate in reading comprehension, from an average rate of 6 months in a 10-month period to a rate of 12 months, demonstrating the effectiveness of the project. (MLF)

The acquisition of factual knowledge is increasingly insufficient to prepare students to cope in this complex and rapidly changing world. Students need to learn effective ways of thinking so they can use their acquired knowledge flexibly, solve diverse problems, and become good independent learners. Two pervasive educational problems limit the possible efficacy of any instruction: (1) lack of individual guidance and feedback; and (2) deficiencies of basic cognitive functions. A computer-implemented reciprocal-teaching strategy can help students learn important cognitive abilities. A prototype computer tutorial was designed to teach college students Newton's second law of motion, a principle taught in every basic physics course and one with which students often have difficulty. In the basic implementation tutorials, PAL (the computer used as Personal Assistant for Learning) plays the role of a coach who makes decisions according to the methods suggested by the student, and then assesses and corrects the students' implementations. In the basic coaching tutorials, the roles of implementer and coach are reversed, with the student practicing how to make appropriate decisions and assessing PAL's implementation. The tutorial programs were tested in a pilot experiment in an introductory physics course for college science majors. Student volunteers (n=45) were divided into a PAL group, a tutoring group, and a control group for a homework assignment dealing with the application of Newton's laws. Students in the PAL and tutoring groups performed appreciably better than students in the control group. Students had very positive reactions to the PAL tutorials, and seem to have acquired a more explicit knowledge about relevant thinking processes from using the tutorials. Implications are discussed. (Contains 14 references.) (SWC)

This book presents a framework for teaching skills that reflects new research on thinking, teaching for understanding, and instruction in the language arts and content areas at all levels. The book is organized into two parts. Part 1 presents the framework for teaching the language arts as thinking--topics covered are learning, organizational patterns, and instruction. In Part 2, five examples for teaching specific content and skills objectives are presented: the short story or novel; content area passages; poetry; finding the main idea; and argumentation. A glossary of terms related to current educational research is included. (MM)

Coursework that instills patterns of rigorous logical thought has long been a hallmark of the engineering curriculum. However, today's engineering students are expected to exhibit a wider range of thinking capabilities both to satisfy ABET requirements and to prepare the students to become successful practitioners. This paper presents the initial results from a systematic effort to incorporate broader critical thinking instruction and assessment into electrical and computer engineering education as part of a university-wide quality enhancement program. All incoming freshmen are given explicit and implicit instruction in critical thinking in ENGR 100: Introduction to Engineering and other engineering fundamentals courses, using the Paul-Elder framework of critical thinking to define and operationalize critical thinking. This critical thinking foundation is reinforced later in the disciplinary courses so that students integrate critical thinking with the basic principles and practices of engineering. In the Electrical and Computer Engineering (ECE) program, at the sophomore level, students use critical thinking skills which were developed during their engineering fundamentals courses, to analyze requirements and constraints which would apply in real-world design projects. At the junior level, similar use of critical thinking is applied in an introductory computing methods course; and at the senior level, critical thinking skills are again strengthened and assessed in the capstone design course and in the professional issues and current topics seminar. The latter course emphasizes understanding of professional ethics and current topics in electrical and computer engineering. Initial data from this pilot implementation indicates statistically significant improvement in critical thinking skills in ECE students who have progressed through this sequence, and as a side benefit, it appears that writing skills also improve.

The purpose of this study was to determine whether getting students involved in analyzing issues critically would help them develop effective critical thinking skills. The subjects were 113 students, ages 17-60 years, freshmen through seniors, enrolled in freshman level courses at a southwest state university. These students responded to the Watson-Glaser Critical Thinking Appraisal, Form A, at the beginning of a semester. Following the initial test, students received instruction in critical thinking skills and analyzed critical thinking examples. After 14 weeks, the students responded to the Watson-Glaser Critical Thinking Appraisal, Part B. Data were analyzed using the paired-t test for each of the five subtests and total scores. Results showed significantly higher critical thinking scores on two subtests (Interpretation and Evaluation of Arguments) and the total test. It appears that the students improved their skills in these specific areas and mproved skills overall in critical thinking. (Contains 1 table and 16 references.) (JLS)

LibriVox volunteers bring you fifteen different readings of <i>Mother Night</i>, by James Weldon Johnson. This weekly poetry project (for the week of Feb 26, 2006) was selected to celebrate Black History Month.<br>(Summary by Annie Coleman)

In celebration of <a href="http://en.wikipedia.org/wiki/Juneteenth">Juneteenth</a>, LibriVox volunteers bring you five different versions of <em>O Southland!</em>, by James Weldon Johnson. This was the weekly poetry project for 18 June 2006.<br />(Summary by Annie Coleman)

3Song My Paddle Sings

By E. Pauline Johnson

LibriVox’s weekly poetry project for the week of February 5, 2006 offers fourteen versions of "The Song My Paddle Sings" from the collection <i>Flint and Feather</i> by E. Pauline Johnson.<br /><br /> E. Pauline Johnson, also known as Tekahionwake, was born to the Mohawk Chief G.H.M. Johnson (Onwanonsyshon), and his wife, Emily S. Howells, a lady of pure English parentage. Pauline, born and raised in Canada, was a great reader and began writing poetry as a child. She died in 1913 after having poetry published in periodicals in several countries and collections of her work published in book form. (Summary adapted from the "Biographical Sketch" included in the Gutenberg text.)

4Plan and Preface to a Dictionary of the English Language

By Samuel Johnson

The published dictionary was a huge book: with pages nearly 1½ feet tall and 20 inches wide, it contained 42,773 words; it also sold for the huge price of £4/10s. ($400?). It would be years before "Johnson's Dictionary", as it came to be known, would ever turn a profit; authors' royalties being unknown at that time, Johnson, once his contract to deliver the book was fulfilled, received no further monies connected to the book.<br><br> Johnson, once again a freelance writer, albeit now a famous one, faced a grim hand-to-mouth existence; however, in July 1762 the twenty-four year old King George III granted Johnson an annual pension of £300. While not making Johnson rich, it allowed him a modest yet comfortable independence for the remaining thirty years of his life. (Summary from Wikipedia).

A book of simple receipts for little folk with important cooking rules in rhyme together with handy lists of the materials and utensils needed for the preparation of each dish. (Summary from the text)

6Rasselas, Prince of Abyssinia

By Samuel Johnson

In this enchanting fable (subtitled The Choice of Life), Rasselas and his retinue burrow their way out of the totalitarian paradise of the Happy Valley in search of that triad of eighteenth-century aspiration - life, liberty and happiness.<br><br/>According to that quirky authority, James Boswell, Johnson penned his only work of prose fiction in a handful of days to cover the cost of his mother's funeral. The stylistic elegance of the book and its wide-ranging philosophical concerns give no hint of haste or superficiality. <br><br/> Among other still burning issues Johnson's characters pursue questions of education, colonialism, the nature of the soul and even climate alteration. <br> Johnson's profoundest concern, however, is with the alternating attractions of solitude and social participation, seen not only as the ultimate life-choice but as the arena in which are played out the deepest fears of the individual: "Of the uncertainties of our present state, the most dreadful and alarming is the uncertain continuance of Reason.” (Summary by Martin Geeson)

A General History of the Robberies and Murders of the most notorious Pyrates is a 1724 book containing biographies of contemporary pirates. It's author uses the name Captain Charles Johnson, generally considered a pseudonym.<br /><br /> The real identity of the author was thought by some scholars to be Daniel Defoe, although this has since been disputed. The publisher Nathaniel Mist or somebody working for him are other suggested authors.<br /><br /> In the first volume, "Johnson" sticks fairly close to the available sources, though he embellishes the stories somewhat. Nevertheless, the book was influential in shaping popular notions of piracy and provided the standard account of the lives of many individuals still famous in the 21st century.(Summary by Wikipedia)

A year in the life of a New England farm boy at the end of the 19th century (Introduction by LC)

9Train Dogs

By E. Pauline Johnson

LibriVox volunteers bring you 18 recordings of The Train Dogs by E. Pauline Johnson. This was the Weekly Poetry project for February 6th, 2011.<br><br>Emily Pauline Johnson (Mohawk: Tekahionwake –pronounced: dageh-eeon-wageh, literally: 'double-life')(10 March 1861 – 7 March 1913), commonly known as E. Pauline Johnson or just Pauline Johnson, was a Canadian writer and performer popular in the late 19th century. Johnson was notable for her poems and performances that celebrated her First Nations heritage; she also had half English ancestry. One such poem is the frequently anthologized "The Song My Paddle Sings". Her poetry was published in Canada, the United States and Great Britain. Johnson was one of a generation of widely read writers who began to define a Canadian literature.

10Sunset in the Tropics

By James Weldon Johnson

LibriVox volunteers bring you 14 recordings of "Sunset in the Tropics." This is the Weekly Poetry for the week of August 10, 2014.<br><br>The author of this poem, James Weldon Johnson, served as U. S. Consul to Venezuela and Nicaragua, was an early leader in the NAACP and contributed to the Harlem Renaissance of the 1920s. He had a broad appreciation for black artists, musicians and writers, and worked to heighten awareness of their creativity. (from Wikipedia)

A shot penetrates the still night air and one of Galton's leading citizens is a victim of a desperate killer's gun. Murder becomes entangled with politics and it takes a parish priest to discover "whodunit" in this thriller by a husband and wife novelist team. (Summary taken from original jacket blurb.)

County Prosecutor Wally Brighton was found shot to death one evening, a broken rosary in one hand and a .32 automatic inches away from the other. Was it murder or suicide? It takes two sharp-eyed reporters, who combine romance with amateur sleuthing, to find the surprising solution to this baffling and thrilling murder mystery. (Summary from an original jacket)

13Cry From An Indian Wife

By E. Pauline Johnson

LibriVox volunteers bring you 13 recordings of A Cry From an Indian Wife by E. Pauline Johnson,. This was the Fortnightly Poetry project for January 29, 2012.<br><br>In 1892 the opportunity of a lifetime came to this young versifier, when Frank Yeigh, the president of the Young Liberals' Club, of Toronto, conceived the idea of having an evening of Canadian literature, at which all available Canadian authors should be guests and read from their own works.<br><br>Among the authors present on this occasion was Pauline Johnson, who contributed to the programme one of her compositions, entitled "A Cry from an Indian Wife"; and when she recited without text this much-discussed poem, which shows the Indian's side of the North-West Rebellion, she was greeted with tremendous applause from an audience which represented the best of Toronto's art, literature and culture. She was the only one on the programme who received an encore, and to this she replied with one of her favourite canoeing poems.<br><br>The following morning the entire press of Toronto asked why this young writer was not on the platform as a professional reader; while two of the dailies even contained editorials on the subject, inquiring why she had never published a volume of her poems, and insisted so strongly that the public should hear more of her, that Mr. Frank Yeigh arranged for her to give an entire evening in Association Hall within two weeks from the date of her first appearance. It was for this first recital that she wrote the poem by which she is best known, "The Song my Paddle Sings."<br>( Summary from the Biographical Sketch included in Flint And Feather, collected verse by E. Pauline Johnson )

14Indian Corn Planter

By E. Pauline Johnson

LibriVox volunteers bring you 13 recordings of The Indian Corn Planter by E. Pauline Johnson. This was the Weekly Poetry project for April 29, 2012.<br><br><i>"But in the writings of one poet alone I came upon a new note—the note of the Red Man's Canada. This was the poet that most interested me—Pauline Johnson. I quoted her lovely canoe song "In the Shadows," which will be found in this volume. I at once sat down and wrote a long article, which could have been ten times as long, upon a subject so suggestive as that of Canadian poetry."</i> (From the Introduction to Flint and Feather, Collected Verse BY E. Pauline Johnson; written by Theodore Watts-Dunton, The Pines, Putney Hill. 20th August, 1913.

15Fire - Flowers

By E. Pauline Johnson

LibriVox volunteers bring you 17 recordings of Fire - Flowers by E. Pauline Johnson. This was the Fortnightly Poetry project for August 18, 2013.<br><br>Fire-Flowers is taken from the book, Flint and Feather: Collected Verse by E. Pauline Johnson. (Summary by David Lawrence)

16Word of an Engineer

By James Weldon Johnson

James Weldon Johnson was an American author, educator, lawyer, diplomat, songwriter, and civil rights activist. Johnson is best remembered for his leadership within the National Association for the Advancement of Colored People (NAACP), where he started working in 1917, being chosen as the first black executive secretary of the organization, effectively the operating officer. He was first known for his writing, which includes poems, novels, and anthologies collecting both poems and spirituals of black culture. (Summary from Wikipedia)

17Morning, Noon and Night

By James Weldon Johnson

LibriVox volunteers bring you 14 readings of Morning, Noon and Night by James Weldon Johnson. This was the weekly poetry project for the week of September 14th, 2014.<br /><br />James Weldon Johnson served as U. S. Consul to Venezuela and Nicaragua, was an early leader in the NAACP and contributed to the Harlem Renaissance of the 1920s. He had a broad appreciation for black artists, musicians and writers, and worked to heighten awareness of their creativity. (from Wikipedia)

This is a volume of selected essays by "the great master of reason" Samuel Johnson. The most famous exerpts from The Rambler, The Adventurer and The Idler are included, covering a vast range of topics. - Summary by Carolin

19Deep In The Quiet Wood

By James Weldon Johnson

James Weldon Johnson was an American author, educator, lawyer, diplomat, songwriter, and civil rights activist. Johnson is best remembered for his leadership of the National Association for the Advancement of Colored People (NAACP), where he started working in 1917. In 1920 he was the first black to be chosen as executive secretary of the organization, effectively the operating officer. He served in that position from 1920 to 1930. Johnson established his reputation as a writer, and was known during the Harlem Renaissance for his poems, novels, and anthologies collecting both poems and spirituals of black culture.

20Sonnet (From the Spanish of Plácido)

By James Weldon Johnson

James Weldon Johnson was an American author, educator, lawyer, diplomat, songwriter, and civil rights activist. Johnson is best remembered for his leadership of the National Association for the Advancement of Colored People (NAACP), where he started working in 1917. In 1920 he was the first black to be chosen as executive secretary of the organization, effectively the operating officer. - Summary by Wikipedia

21Autobiography of an Ex-Colored Man (version 2)

By James Weldon Johnson

The story of a biracial man living in the deep south after the reconstruction era. He is young and talented. Yet, in order for him to avoid stigma, he has to pass as white. But would his sense of belonging and solidarity to the black community of the time catch up with him at the end? "It is very likely that the Negroes of the United States have a fairly correct idea of what the white people of the country think of them, for that opinion has for a long time been and is still being constantly stated; but they are themselves more or less a sphinx to the whites. It is curiously interesting and even vitally important to know what are the thoughts of ten millions of them concerning the people among whom they live. In these pages it is as though a veil had been drawn aside: the reader is given a view of the inner life of the Negro in America, is initiated into the "freemasonry," as it were, of the race. These pages also reveal the unsuspected fact that prejudice against the Negro is exerting a pressure which, in New York and other large cities where the opportunity is open, is actually and constantly forcing an unascertainable number of fair-complexioned colored people over into the white race. In this book the reader is given a glimpse behind the scenes of this race-drama which is being here enacted,—he is taken upon an elevation where he can catch a bird's-eye view of the conflict which is being waged." (from the preface by the publisher and Stav Nisser.)

22Autobiography of an Ex-Colored Man

By James Weldon Johnson

Johnson's only novel, <i>The Autobiography of an Ex-Colored Man</i>, was originally published anonymously in 1912. It is a fictional novel written as a memoir of an unnamed biracial narrator who grew up in the South during the Reconstruction and post-Reconstruction eras. It is a story in which the narrator relates how as a young boy he initially assumed that he was white, and how his notions of racial identity were suddenly turned upside down one day—how from that moment on he was inclined to view himself and the world about him from the perspective of blackness. The novel received very little notoriety until Johnson republished it in 1927, this time taking full credit as its author. - Summary by James K. White