Scaling-up Higher Order Thinking

Chapter 2 What and How to Teach in Twenty-First-Century Schools: Common Confusions Regarding Knowledge, Thinking, Pedagogy, and the Curriculum

Chapter 3 Substantive Pedagogy and Its Role in Deep Large-Scale Change Processes

Chapter 4 Teachers’ Knowledge: The Most Central Link in Substantive Pedagogy Change Processes

Chapter 5 It’s Not All or Nothing: System-Wide Implementation of Inquiry-Based Teaching and Learning

Chapter 6 Developing Students’ Thinking in Civics Education as an Example of Scaling-Up HOT Across the School System

Chapter 7 Feedback from an Ongoing Reform: Analyzing the Implementation of the Meaningful Learning Reform in High School

Chapter 8 Wide-Scale Implementation of Higher-Order Thinking (HOT) in an Era of High-Stakes Testing

Chapter 9 The Implications of Serious Consideration of Substantive Pedagogy for Policy and Implementation of Deep Changes: Summary, Conclusions, and Discussion