Schools for Thought
A Science of Learning in the Classroom
Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change.
If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning—how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change.
Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments.
A Bradford Book
HardcoverOut of Print ISBN: 9780262023528 336 pp. | 9 in x 6 in
Paperback$36.00 S ISBN: 9780262521963 336 pp. | 9 in x 6 in
Bruer takes complex ideas in cognitive science and illustrates how they have been, or can be, translated by researchers and teacher into new forms of teaching and classroom design. An apt analogy is the description, discussion, and presentation of examples of new ideas in biology and the life sciences that can change medical practice. In every chapter, Bruer takes the reader through carefully described examples that make clear both principles and their implications for practice. The organization of the book is skillfully crafted; Bruer works from general principles of cognition to specific descriptions of research and practice in school subjects, including mathematics, science, reading, writing, and assesments.
Director, Learning Research and Development Center, University of Pittsburg
John Bruer's Schools for Thought is an excellent book. I found it unfailingly clear and readable. I know of no books that survey a coherent set of educational interventions from the perspective of cognitive studies. There is without question a need for book like this.
Graduate School of Education, Harvard University
- 1994 Grawemeyer Award in Improving World Order.