Scaling-up Higher Order Thinking: Demonstrating a Paradigm for Deep Educational Change

Anat Zohar

doi:10.1007/978-3-031-15967-1

Scaling-up Higher Order Thinking: Demonstrating a Paradigm for Deep Educational Change

Anat Zohar^*

^*Corresponding author for this work

Department of Education

Research output: Book/Report › Book › peer-review

5 Scopus citations

Abstract

This open access book addresses the evasive problem of why truly effective educational innovation on a wide scale is so difficult to achieve, and what leaders may do about this. Examining the case of system-wide reform processes centering on teaching a thinking-rich curriculum, it discusses general issues pertaining to implementing deep, large-scale changes in the core of learning and instruction. The book emphasizes challenges related to professional development, assessment, achievement gaps, and the tension between knowledge and skills in 21^st century curricula. It summarizes insights the author has gained from approximately 25 years of engaging with these topics both as an academic and as a practitioner who led a national change process.

Original language	English
Publisher	Springer International Publishing
Number of pages	219
ISBN (Electronic)	9783031159671
ISBN (Print)	9783031159664
DOIs	https://doi.org/10.1007/978-3-031-15967-1
State	Published - 1 Jan 2023

Bibliographical note

Publisher Copyright:
© The Editor(s) (if applicable) and The Author(s) 2023.

Keywords

Beliefs and professional development
Educational reform
Higher order thinking
Inquiry learning
Open Access
Scaling up instructional innovations
Teachers’ knowledge
Teaching thinking strategies

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-3-031-15967-1

Cite this

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Scaling-up Higher Order Thinking: Demonstrating a Paradigm for Deep Educational Change

Abstract

Bibliographical note

Keywords

UN SDGs

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