{"id":14549,"date":"2026-03-10T20:58:29","date_gmt":"2026-03-10T18:58:29","guid":{"rendered":"https:\/\/sdcentras.lt\/publications\/zurnalas-permainos\/"},"modified":"2026-03-12T14:42:21","modified_gmt":"2026-03-12T12:42:21","slug":"zurnalas-permainos","status":"publish","type":"page","link":"https:\/\/sdcentras.lt\/en\/publications\/zurnalas-permainos\/","title":{"rendered":"Journal Thinking Classroom"},"content":{"rendered":"

[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” background_color=”#f7f7f7″ z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n

Thinking Classroom \u2013 an international journal of reading, writing and critical reflection<\/h2>\n

[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n

Founded in 2000 as a publication of the Reading and Writing for Critical Thinking (RWCT) project funded by the Open Society Institute. Published as a quarterly journal from 2002 through 2005 by the International Reading Association. Published from 2006 through 2008 by the RWCT International Consortium.<\/p>\n

 <\/p>\n

Thinking Classroom served as an international forum of exchange among teachers, teacher educators, and others interested in promoting democratic teaching practices. The publication encouraged professional development, research, and reflection. Thinking Classroom featured articles that foster learner-centered teaching strategies including critical and creative thinking, active and cooperative learning, and problem solving. The journal also published articles about the institutional structures that support these practices.<\/p>\n

 <\/p>\n

Thinking Classroom publications are relevant today and help readers better understand teaching practices, education policy, and methodologies that promote critical and creative thinking, active learning, and student-centered teaching and assessment.<\/p>\n

[\/vc_column_text][vc_empty_space][vc_separator type=”normal”][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14417″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2000 1#1<\/h4>\n

Peremena 2000 1#1<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14419″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2000 1#2<\/h4>\n

Peremena 2000 1#2<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Kritinis m\u0105stymas kaip filosofin\u0117 atspirtis: pasamprotavimai apie kritinio m\u0105stymo ugdym\u0105 per etikos pamokas<\/a> \u2022 Apm\u0105stymai apie refleksij\u0105: pradin\u0117s mokyklos mokytojo patirtis ir mintys<\/a> \u2022 Kaip geriau suprasti vadov\u0117l\u012f?<\/a> \u2022 Imantis naujos temos: pamokos modelis pradin\u0117se klas\u0117se<\/a> \u2022 Teksto skaitymas ir analiz\u0117: kritinio m\u0105stymo ugdymo metod\u0173 taikymas lenk\u0173 kalbos ir literat\u016bros pamokose<\/a> \u2022 Kaip b\u016bti doram ir laimingam: etikos seminaras universiteto studentams<\/a> \u2022 Mokytoj\u0173 rengimo situacija XXI am\u017eiuje: optimistinis ir pesimistinis po\u017ei\u016bris \u012f mokymo kait\u0105<\/a> \u2022 B\u016bkime pasireng\u0119 netik\u0117tumams<\/a>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Muziejus j\u016bs\u0173 klas\u0117je<\/a> \u2022 Teorija praktikai: vizualinio m\u0105stymo strategijos: Ar galima i\u0161mokyti suvokti meno k\u016brinio prasm\u0119?<\/a> \u2022 Kalba, \u017eaidimas ir skai\u010dius: tiriamasis po\u017ei\u016bris \u012f matematikos mokym\u0105 pradin\u0117se klas\u0117se<\/a> \u2022 Kritinio m\u0105stymo ugdymo patirtis \u010cekijoje<\/a> \u2022 Kaip tampama m\u0105stan\u010diu mokytoju?: Ie\u0161kant naujo mokymo stiliaus<\/a> \u2022 Kritinis m\u0105stymas fizikos pamokose<\/a> \u2022 Vizualinio m\u0105stymo strategijos: k\u016brybinio ir kritinio m\u0105stymo s\u0105sajos pamokoje<\/a> \u2022 Kas toliau: skaityk ir numatyk<\/a> \u2022 Tikrovi\u0161ka med\u017eiaga padeda mokytis skaityti<\/a> \u2022 Kompozicijos metodas – tai b\u016bdas apsikeisti informacija<\/a>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14421″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2001 2#1<\/h4>\n

Peremena 2001 2#1<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14423″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2001 2#2<\/a><\/h4>\n

Peremena 2001 2#2<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Nauja knyga \u2013 \u201cId\u0117jos be sien\u0173: tarptautin\u0117 \u0161vietimo reforma bei kritinio m\u0105stymo ugdymas skaitant ir ra\u0161ant\u201d<\/a> \u2022 \u201ePraturt\u0117jau a\u0161, praturt\u0117s ir mano vaikai\u201c: Skaitymo ugdymo programos tyrimas<\/a> \u2022 Kritinio m\u0105stymo ugdymas mokyklos bibliotekoje<\/a> \u2022 Visuotinio bendravimo link: Kompozicijos mokymas Jungtin\u0117se Valstijose ir ra\u0161ymo pamokos Ryt\u0173 Europoje<\/a> \u2022 Kritinio m\u0105stymo ugdymo skaitant ir ra\u0161ant projektas ir pasirengimas mokyklai<\/a> \u2022 Pradinio mokytoj\u0173 rengimo samprata student\u0173 ir d\u0117stytoj\u0173 akimis<\/a> \u00b7 Fizikos eksperimentas mokykloje<\/a> \u2022 Istorijos pamoka 6 klas\u0117je<\/a>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]What Can Parents do to Encourage Critical Thinking and Active Learning at Home? Answers from Uzbekistan, Kyrgyzstan, Russia, Georgia, Lithuania<\/em> \u2022 To Mark or not to Mark: That is the Question, Sergei Zair-Bek \u2022 Online Opportunities for Young Writers, Donna Neutze<\/em> \u2022 Learning to Think Critically, Inna Valkova<\/em> \u2022 Asking Questions, Igor Zagashev<\/em> \u2022 Relevant Research Bibliotherapy for Healing War Trauma in Children and Youth: Experience from Croatia 1991\u20131999, Arpad Barath and Ljiljana Sabljak<\/em> \u2022 Reading, Writing, Critical Thinking and Elephants: Constructing Meaning through Text, Ondrej Hausenblas<\/em> \u2022 Writing Reproductions, Anara Alimbekova<\/em> \u2022 What is Critical Thinking?, David Klooster<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14425″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2001 2#3<\/h4>\n

Peremena 2001 2#3<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14401″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2001 2#4<\/h4>\n

Peremena 2001 2#4<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Individual\u016bs tyrimai ir dalijimasis jais: pedagogini\u0173 problem\u0173 sprendimas pl\u0117tojant kolegialum\u0105<\/a> \u2022 Amatai viduram\u017ei\u0173 mieste: visuotin\u0117s istorijos pamoka 7 klas\u0117je<\/a> \u2022 Receptai nenuilstantiems mokytojams<\/a> \u2022 Mokyklos viltys ir l\u016bkes\u010diai: ko tikim\u0117s i\u0161 auk\u0161tosios mokyklos<\/a> \u2022 Pedagog\u0173 rengimo kaita Jungtin\u0117je Karalyst\u0117je<\/a> \u2022 Aktyvinantys \u017eaidimai mokytojams: ap\u0161ilimas<\/a>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Vadov\u0117lis – tai mokinio, vaiko knyga<\/a> \u2022 Aplankas kaip mokymo diskutuoti priemon\u0117<\/a> \u2022 \u0160vietimo tyrimas: teorija ir praktika<\/a> \u2022 Kritinio m\u0105stymo ugdymas remiantis vaiki\u0161kais pasakojimais ir klas\u0117s patirtimi<\/a> \u00b7 Rom\u0173 vaikai ir dail\u0117s pamokos<\/a> \u2022 \u017daid\u017eiame matematik\u0105: knygos ap\u017evalga<\/a> \u2022 Kritinis m\u0105stymas \u2013 tai\u2026<\/a> \u2022 Ekspert\u0117s pam\u0105stymai<\/a>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14403″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2002 3#1<\/h4>\n

Peremena 2002 3#1<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14405″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2002 3#2<\/h4>\n

Peremena 2002 3#2<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Od\u0117 penkiaeiliui<\/a> \u2022 Darbo grup\u0117se taisykl\u0117s<\/a> \u2022 Kritinis m\u0105stymas kaip Paulo Freire\u2019s pedagogikos pagrindas<\/a> \u2022 \u017dod\u017ei\u0173 \u017eem\u0117lapis \u2013 veiksminga \u017eodyno mokymo priemon\u0117 dirbant su vyresni\u0173j\u0173 klasi\u0173 mokiniais<\/a> \u2022 Vertinamieji tyrimai: gair\u0117s ir persp\u0117jimai<\/a> \u2022 Kritinis m\u0105stymas ir internetas<\/a> \u2022 \u201cPiramid\u0117s istorija\u201d , arba kaip ra\u0161ym\u0105 padaryti \u012fdom\u0173<\/a> \u2022 Mokytoj\u0173 rengimas ir informacin\u0117s visuomen\u0117s k\u016brimas<\/a>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Min\u010di\u0173 \u201ctinklo n\u0117rimas\u201d<\/a> \u2022 Pam\u0117ginkime kartu: Gruzijos t\u0117v\u0173 asociacijos pasteb\u0117jimai<\/a> \u2022 Pertrauk\u0117l\u0117s ir j\u0173 taikymas pamokose<\/a> \u2022 Lietuvos \u0161vietimas XXI a. i\u0161\u0161\u016bki\u0173 akivaizdoje: OECD ekspert\u0173 i\u0161vados <\/a> \u2022 \u201dO a\u0161 tai galiu!\u201d: pad\u0117kime mokiniams tapti ra\u0161ytojais<\/a> \u2022 Kritinis m\u0105stymas pasaulio pa\u017einimo pamokoje<\/a> \u2022 Laisv\u0117, atsakomyb\u0117 ir demokratin\u0117 mokykla<\/a> \u2022 Penkiolikme\u010di\u0173 ra\u0161tingumo lygis pasaulyje<\/a>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14589″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2002 3#3<\/a><\/h4>\n

Peremena 2002 3#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14407″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2002 3#4<\/a><\/h4>\n

Peremena 2002 3#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]How Can I Keep Class Discussions from Going Too Far Afield? Answers from Latvia, Romania and Russia <\/em>\u2022 Helping Students Analyze their Writing, Raimonda Jariene<\/em> \u2022 Expanding Your Writing Toolbox, Wendy Saul<\/em> \u2022 An Observation Game, George Hunt<\/em> \u2022 Whose Knowledge? Which Knowledge? Reflections on Teacher Education, Ondrej Hausenblas<\/em> \u2022 Developing Responsible Citizens for the Future: Social Critical Literacy, Howard L. Mould<\/em> \u2022 Inspiring and Nurturing Gifted Children, Laima Sruoginis<\/em> \u2022 Noise in the Classroom: Obstacle or Opportunity?, Igor Zagashev<\/em> \u2022\u00a0Critical Thinking on the Arts, Sergei Lysenko<\/em> \u2022 Reflective Reading: A Tool for Understanding, Ildik\u00f3 B\u00e1rdossy, Margit Dud\u00e1s, Csilla Peth\u0151n\u00e9 Nagy, and Erika Priskinn\u00e9 Rizner <\/em>\u2022 New Roles, New Goals: Rethinking the Educational Paradigm, Jeremy Parrott<\/em> \u2022 Bilingualism: A Dispatch from the Front, Roman Aliev and Natalie Kazhe<\/em><\/p>\n

[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]How do You Encourage Outside Reading? Answers from Albania, Romania, Russia, and United States <\/em>\u2022 The Writing \u201cIdeal\u201d and the Pedagogical Hierarchy, Zoe Randall <\/em>\u2022 Nothing to Read, Tinatin Valiyeva <\/em>\u2022 Publishing in Bosnia and Herzegovina, Muhamed Sarajlic<\/em> \u2022 Multiculturalism and Political Correctness in Children\u2019s Books: A View from India, Sandhya Rao \u2022 From Music to Culture: Critical Thinking in a Music Class, Galina Muromtseva <\/em>\u2022 Using Commercial Advertisements to Teach Critical Thinking, Susan J. Behrens and Leslie Levin <\/em>\u2022 Innovative Approaches to Teaching and Learning in Higher Education: Cautious but Resolute Steps, Confronting A New Curriculum Requiring Critical Thinking Strategies, Yevonne Pollock<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”4815″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2003 4#1<\/a><\/h4>\n

Peremena 2003 4#1<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14554″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2003 4#2<\/a><\/h4>\n

Peremena 2003 4#2<\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]What Have You Read That Has Really Made an Impression on Your Thinking and Your Work? Answers from Argentina, Ireland, Malaysia, Slovakia, and Sweden<\/em> \u2022 The Question Board, Charles Pearce<\/em> \u2022 Evaluating Web Sources for Research, Jill L. Hutchison<\/em> \u2022 Communicating with Life: Special Needs Education Benefits From Internet Access in Central Asia, David Mikosz <\/em>\u2022 Tashkent Club Brings Disabled Children Into Mainstream Society, Natalya Kurochkina <\/em>\u2022 Service Learning in the University: A Case Study, Daria Rovan and Vlasta Vizek Vidovice <\/em>\u2022 Experience and Learning: Living Education, Joby Taylor \u2022 Case Method in Teacher Training: An Estonian View, Hiie Asser<\/em> \u2022 Teachers Talk\u2026, Olga A. Meyer <\/em>\u2022 Exploring Values in Popular Music, Nancy Douglas, Maysam Baydoun, and Lydia Falk<\/em> \u2022 Interview With Julian Nakov, Julian Nakov (with Lydia Dachkova and Milena Panayotova)<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]How Can Teachers Help Students Set Their Own Goals for Learning? Answers from Russia, Georgia, and the United States<\/em> \u2022 Strategic Moves, William Brozo<\/em> \u2022 Our point of view: Learning to think, Elena Garayeva and Janna Rahmanjanova<\/em> \u2022 Fitting It All In: How Sea Stars Taught Me to Integrate the Curriculum, Nancy H. McDonough<\/em> \u2022 Working with the \u201cQuiet Ones\u201d, Rysaldy Kaliyeva<\/em> \u2022 Students\u2019 Motivation in Class, Daniela Cretu<\/em> \u2022 The Network of Concepts and Facts: Forming a System of Conclusions through Reflection, Yury Vasilyev<\/em> \u2022 Carl Rogers and Me: Revisiting Teaching, Li-Te Li<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14409″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2003 4#3<\/a><\/h4>\n

Peremena 2003 4#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14411″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2003 4#4<\/a><\/h4>\n

Peremena 2003 4#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]How Can Teachers Support and Encourage Shy Students? Answers From Croatia, Kyrgyzstan, Moldova, Russia, Ukraine, and the United States<\/em> \u2022 Writing to Learn With SPAWN Prompts, William Brozo<\/em> \u2022 The Business of Education, Christopher Robbins<\/em> \u2022 Interactive Conferences, Calista Koval and Marie Olenych<\/em> \u2022 Community as a Source for Literacy Instruction, Bird Stasz and Dawn Tankersley <\/em>\u2022 Integrating Refugee Children, Anna Vershok<\/em> \u2022 Teachers as Co-Learners and Advocates for Diversity, Susan Finn Miller<\/em> \u2022 Word Analogies as Tools for Critical Thinking, and More!, Scott C. Greenwood, Jennifer L. Joiner, and Kelly Huff-Benkoski<\/em> \u2022 Strengthening the School-University Partnership, Andrea Erdei and Zsuzsa N. T\u00f3th<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]What Would you Buy for Your Class With US$100? Answers From Cyprus, Italy, Malta, Spain, and the UK<\/em> \u2022 Thoughts on Critical Literacy: Educators Respond to Herbeck and Beier, Gaisha Ibragimova, Olga Gromova, Yelena Savova, Romualda Raguotiene, Kestutis Kaminskas, Irina Dyadchenko, Yelena Malinina <\/em>\u2022 Making Word Learning Memorable, William Brozo<\/em> \u2022 What More Needs Saying About Imagination?, Margaret Meek Spencer<\/em> \u2022 Everyone Can Talk in Our Class: The Quiet Ones Again, Raya A. Bermakhanova<\/em> \u2022Setting Literacy Goals: Shawna as President, Shawna as Poet, Douglas Kaufman<\/em> \u2022 Whose Goals Are These, Anyway?, Sergei Lysenko<\/em> \u2022Developing Thinking Skills With Peers, Parents, and Volunteers, Keith Topping<\/em> \u2022A Critical Literacy Curriculum: Helping Preservice Teachers to Understand Reading and Writing as Emancipatory Acts, Joyce Herbeck and Clara Beier<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14544″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2004 5#1<\/a><\/h4>\n

Peremena 2004 5#1<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14542″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2004 5#2<\/a><\/h4>\n

Peremena 2004 5#2<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]How Do Urban and Rural Schools Differ? Answers from Albania, Lithuania, Romania, Ukraine, and the United States<\/em> \u2022 Gaining and Holding Students\u2019 Attention, William G. Brozo<\/em> \u2022 Elearningeuropa: Designing Tomorrow\u2019s Education, Debra J. Coffey<\/em> \u2022 How Can Teachers Support and Encourage Shy Students?, Susan A. Carmody<\/em> \u2022 Thinking About Teaching: A Case Study of Change, Ros Fisher<\/em> \u2022 Help, Substitute Teacher Needed!, Yelena Makarova<\/em> \u2022 Refining Through Reflection: Using the Teaching Journal as a Catalyst for Change, Wendy J. Glenn<\/em> \u2022 Reflecting on Your Reflections: Detecting the Need for Change, Sharon K. Miller<\/em> \u2022 Shifting the Gaze in South African Classrooms: New Pedagogies, New Publics, New Democracies, Pippa Stein and Denise Newfield<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Island of Critical Thinking, Yury Vasilyev<\/em> \u2022 Bringing All Students Into the Conversation, William G. Brozo<\/em> \u2022 Meeting of Frontiers, Yekaterina Sidorova<\/em> \u2022 Required Reading?, Rastislav Dinic<\/em> \u2022 Seeing What We Look at, Ali Nihat Eken<\/em> \u2022 Understanding Students Understanding Mathematics, Milan Hejn\u00fd<\/em> \u2022 Fostering Family-School Collaborations, Penny L. Beed, Amy Sandvold, and Marcela Maslova<\/em> \u2022 Improving Literacy Instruction in South African Schools: The Business Trust\u2019s Learning for Living Project, James V. Hoffman, Natasha Beretvas, P. David Pearson, Cynthia Hugo, and Bertus Mathee<\/em> \u2022 The READ Educational Trust of South Africa, Misty Sailors<\/em> \u2022 Evaluating Group Work, Bahar Kerimova<\/em><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14540″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2004 5#3<\/a><\/h4>\n

Peremena 2004 5#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14546″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2004 5#4<\/a><\/h4>\n

Peremena 2004 5#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]How do you promote active citizenship among your students? Answers from Bulgaria, Georgia, Lithuania, Russia, and the United States<\/em> \u2022 Developing Classroom Talk, Geoff Ward<\/em> \u2022 Critical Thoughts on Critical Thinking, Serghei Lisenco<\/em> \u2022 Literacy Strategies for Unlocking Meaning in Content Area Texts: Using Student Voices to Inform Professional Development, Trevor McDonald & Christina Thornley<\/em> \u2022 Teachers\u2019 Understandings of Critical Literacy: An Exploratory International Study , Angela Ward, Sara Ann Beach, and Sapargul Mirseitova<\/em> \u2022 Strengthening Literate Identities through Retrospective Miscue Analysis: The Process of Revaluing Readers and Reading, Prisca Martens and Poonam Arya<\/em> \u2022 Fantasy and Social Realism: The Perfect Paradox. Or Not?, Rianna Scheepers<\/em> \u2022 Instructional Ingredients: Educational Chefs Share Tricks of the Trade, Anthony Manzo & Ula Manzo<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Feedback as I See It, Lyubov A. Lozhenitsyna<\/em> \u2022 Creating Opportunities for Generative Review, William G. Brozo<\/em> \u2022 Assessing Reflection Through Portfolios, Lone Morris Jorgensen and Sally Hansen<\/em> \u2022 Picturing the Concepts: An Interactive Teaching Strategy, Boris L. Farberman and Ruzania G. Musina<\/em> \u2022 Graphic Novels: Multiple Cultures and Multiple Literacies, Gretchen Schwarz<\/em> \u2022 Get Them Playing!, Marina Karapetyan<\/em> \u2022 Living Assessment, Mehriban Ahmedova<\/em> \u2022 Warming Up to Learn: Using Introductory Questions to Activate Critical Thinking, Karen K. Foster<\/em><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14538″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2005 6#1<\/a><\/h4>\n

Peremena 2005 6#1<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14536″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2005 6#2<\/a><\/h4>\n

Peremena 2005 6#2<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]What Can be Done to Make Group Work More Efficient and Effective? Answers from the Czech Republic, Romania, and the United States<\/em> \u2022 Helping Students Find Entry Points to Literacy, William G. Brozo<\/em> \u2022 Features Thinking Through Ethnographic Reading and Writing, David Landis, Rysaldy Kalieva, Sanim Abitova, Sophia Izmukhanbetova, and Zhanbota Musaeva <\/em>\u2022 Marrow-Bone Thoughts and Lasting Songs? Making sense of Educational Change and Transformation, Chris Breen<\/em> \u2022Creating a Climate for Passionate Learning, Margarete Juliana and Susan E. Andrews<\/em> \u2022 Mathematics: A Fresh Perspective, Ariana-Stanca Vacareu<\/em> \u2022 Puppets\u2014A Great Addition to Everyday Teaching, Vida Zuljevic<\/em> [\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]I and We: Group Work, Natalia Gataulina<\/em> \u2022 Real Readers, Real Writers, and a Home-Grown Experience, Susan Ellis, Gill Friel<\/em> \u2022 Awakening the Questions Within: Inquiry Research in an Elementary Classroom, Beverly Falk and Linda Margolin<\/em> \u2022 Critical Thinking and Critical Literacy, Charles Temple<\/em> \u2022 Metacognitive Assessment Strategies, Susan E. Israel, Kathryn L. Bauserman, and Cathy Collins<\/em> \u2022 Block Letter to a Teacher by Schoolboys of Barbiana. A Forgotten Treatise on School Education, Kudlu Chithprabha<\/em> \u2022 Developing Critical Thinking by Using Tables, Maria Eliza Dulama<\/em> \u2022 How Graphic Organizers Support Critical Thinking, Samuel Mathews<\/em> [\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14534″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2005 6#3<\/a><\/h4>\n

Peremena 2005 6#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14532″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2005 6#4<\/a><\/h4>\n

Peremena 2005 6#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Connecting With Students Who Are Disinterested and Inexperienced, William G. Brozo<\/em> \u2022 The Computer at School: Missed Opportunities?, Rafael Madoyan <\/em>\u2022 Features Critical Literacy in the Classroom, Ann S. Beck<\/em> \u2022 Adopting Developmental Literacy Continua, Olga Steklova<\/em> \u2022 Using Simulations as Tools to Promote More Powerful Learning, Roberta L. Ross-Fisher<\/em> \u2022 Of Bones and Birds: Ten Hints for Writing Instruction, Jeff L. Whittingham<\/em> \u2022 Picture Story as a Creative Connection Between Reading and Writing: The Nigerian Experience, Stella I. Ekpe, Gabriel B. Egbe<\/em> \u2022 Task Type and Teacher\u2019s Role: Two Important Factors in Effective Group Learning, Zhang Yunfeng<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Does Typing Rather than Writing by Hand Affect one\u2019s Ability to Write Thoughtfully? Answers from Bulgaria, Russia, the United States, and Lithuania<\/em> \u2022 Supporting Learning With Hands-on Games and Activities, Susan Catapano<\/em> \u2022 Avoiding the \u201cFourth-Grade Slump\u201d, William G. Brozo<\/em> \u2022 Approaches to Argument in Critical Thinking Instruction, Mark K. Felton<\/em> \u2022 Developing Creativity in the Singapore Primary Mathematics Classroom: Factors That Support and Inhibit, Foong Pui Yee<\/em> \u2022 The Use of Electronic Portfolios in Teaching Pedagogical University Students, Margarita Lebedeva, Olga Shilova<\/em> \u2022 Effects of Cooperative Learning on Teaching Poetry, Bernard Chemwei, Joel K. Kiboss, Emillia Ilieva<\/em> \u2022 Ethnocentrism and the Interpretation of Text, Ranjan Ghosh<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14524″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2006 7#1<\/a><\/h4>\n

Peremena 2006 7#1<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14530″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2006 7#2<\/a><\/h4>\n

Peremena 2006 7#2<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Teaching is too hard to do alone, Alison Preece<\/em> \u2022 WebQuests: Supporting Inquiry Learning with Primary Sources, William G. Brozo<\/em> \u2022 Reflection and Professional Learning: An Analysis of Teachers\u2019 Classroom Observations, Ewa Ivason-Jansson, Limin Gu<\/em> \u2022 Working with Adults, Sergei Zair-Bek, Valeria Mariko, Irina Shvets <\/em>\u2022 Mathematics Teaching: Toward a More Human View, Angela Pesci<\/em> \u2022 Lesson Study: A Student-Centered Professional Development Opportunity for Teachers, Agnes Tuska<\/em> \u2022 Paradigm Shift: Teachers Scaffolding Student Comprehension Interactions, Ann M. Courtney, Frederick B. King, Joan Y. Pedro<\/em> \u2022 Involving Students in Tracking Discussions: Learning through Evaluation, Serghei Lisenco<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Teaching is Many-Sided. So is Life, Natalia Kaloshina<\/em> \u2022 Armchair Experts, Lorraine Ling (Australia)<\/em> \u2022 Teaching with Informational Text to Engage Young Learners: Making our thinking explicit, William G. Brozo and Kristine M. Calo (USA)<\/em> \u2022 Democracy in a Globalized World: Children\u2019s Arts Exchange from a School\/University Partnership, Kathy Sanford and Tim Hopper (Canada)<\/em> \u2022 Raising Pre-Service Teachers\u2019 Cultural Antennas: Choosing and Using Quality Multicultural Literature, Mary K. Gove and Kay E. Benjamin (USA)<\/em> \u2022 Using Everyday Tools to Deepen Children\u2019s Mathematical Understanding of Decimals, Cinzia Bonotto (Italy)<\/em> \u2022 Expanding Comfort Zones: An Instructional Model to Broaden Cultural Awareness of Future Teachers, Bette Goldstone (USA)<\/em> \u2022 Preparing for Change: Creating Conditions to Support Teachers\u2019 Reassessment of Their Practice, Yury Vasiliev (Kyrgyzstan)<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14512″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2006 7#3<\/a><\/h4>\n

Peremena 2006 7#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14456″ img_size=”medium” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2006 7#4<\/a><\/h4>\n

Peremena 2006 7#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Optimists and Realists , David J. Klooster and Patricia Bloem<\/em> \u2022 Popular Music in the Classroom, William G. Brozo<\/em> \u2022 Improving Class Climate with the Check-In Strategy, Roberta A. Heydenberk, Warren R. Heydenberk, and John A. Bochnowicz<\/em> \u2022 Cross-Cultural Professional Development for Teacher Preparation: A Model for Sustainable Change, Glenda W. Crawford, Deborah T. Long, and Bird B. Stasz<\/em> \u2022 Sharing English Theory and Pedagogy Across Cultures: Exchange Among Nigerian and American Faculty Members, Beth L. Virtanen, Sola Owonibi, and Ayodele Bamidele<\/em> \u2022 Media Education Must Become Part and Parcel of the Curriculum, Interview with Alexander Fedorov, President of the Russian Association for Film & Media Education<\/em> \u2022 Reflective Writing in the University Classroom, Mari Karm and Katrin Poom-Valickis<\/em> \u2022 Everybody Likes Poems! Celebrating Poetry and Literacy in the Classroom, School, and Community, Francis E. Kazemek, Jerry J. Wellik, and Julie Barkley<\/em> \u2022 Teach Editing\u2014If You Can, Bill Bridges<\/em> [\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]They Are All Our Children, David J. Klooster and Patricia Bloem<\/em> \u2022 The Creative Laboratory Experiences of Mathematics Teachers: Problems and Solutions, Tatiana Vvedenskaya<\/em> \u2022 Checking for Understanding: Strategies for Ensuring Learning, Douglas Fisher<\/em> \u2022 Exploring the Nature of Theory in a Teacher Research Community, Sharon Miller<\/em> \u2022 Effective Leadership and Management: A Training Course and its Lessons, Yelena Groudzinskaya<\/em> and Valeria Mariko<\/em> \u2022 Internet Usage by Arabic Language Teachers in Egypt, Samia Elbassiouny<\/em> \u2022 An \u201cA\u201d for Creativity: Assessing Creativity in the Classroom, Judi Randi and Linda Jarvin<\/em> \u2022 A Covenant for Honoring Children, Raffi Cavoukian<\/em> \u2022 Curriculum Conversations: Developing a Child-Honoring Pedagogy wth Pre-Service Teachers, Michele Tanaka<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14510″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2007 8#1<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14528″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2007 8#2<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]What is Democratic Culture and How Do you Nurture it in the Classroom? Answers from Czech Republic, Great Britain, Slovakia, and the United States \u2022 Nurturing Democratic Citizens in the Writing Workshop, David J. Klooster and Patricia Bloem (USA)<\/em> \u2022 Why Nothing Changes in Armenia\u2019s Schools and What Can Be Done About It: A Reformer\u2019s View, Rafael Madoyan (Armenia)<\/em> \u2022 Science and Mass Media in the Mirrors of Civil Society, Boris Bulyubash (Russia)<\/em> \u2022 Principled Practices for Strategic Teaching, William G. Brozo (USA)<\/em> \u2022 Documenting Learning Through Drawing, Sharon Connelly (Canada)<\/em> \u2022 Cross-Age Tutoring: When Fifth Graders Become Teachers of Writing, Anne Peralta (USA)<\/em> \u2022 Learning as Acquisition or Learning as Participation?, Ove Sandell (Norway)<\/em> \u2022 Active Learning Through the Creation of a Textbook, Olesya Arzybova (Russia)<\/em> \u2022 Would you, Could you, Should you, Use Picture Books to Broaden Teachers\u2019 Critical Thinking Dispositions and Awareness?, Denise McDonald (USA)<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Are Modern Schools Preparing Students for the Future? Answers from Finland, Jordan, Kazakhstan, South African Republic, Canada, and the United States \u2022 What Should We Teach? Education for What Ends?, Patricia Bloem and David J. Klooster (USA)<\/em> \u2022 Strategic Teaching with Real-World Texts, William G. Brozo (USA)<\/em> \u2022 Team-Teaching Across Disciplines in the University, Lynn Lemisco and Angela Ward (Canada)<\/em> \u2022 Knowledge is Not a Droplet Infection, It Can\u2019t be Transmitted Through the Air… Interview with Victor Tslaf, Director of the Samara Business School (Russia) \u2022 Mime-Based Dialogues: A Case Study of Critical Literacy in an EFL English Conversation Class, Jun-Min Kuo (Taiwan)<\/em> \u2022 The K-W-L Strategy: Helping Struggling Readers See Growth in Their Learning, Susan Szabo (United States)<\/em> \u2022 The Need for Community when Implementing Change, Serghei Lisenco (Moldova)<\/em> \u2022 School Management: A Critical Reconceptualization, Yury Vasiliev (Kyrgyzstan)<\/em> [\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14444″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2007 8#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14516″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2007 8#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Significant Learning, David J. Klooster and Patricia Bloem (USA)<\/em> \u2022 Is War an Appropriate Topic for Elementary School? Answers from Burma, Canada, Georgia, and Russia \u2022 Comprehending Nonfiction Texts: Four Dimensions and Strategies, William G. Brozo (USA)<\/em> \u2022 Teaching Controversial Issues: A Four-Step Classroom Strategy, Patrick Clarke (Canada)<\/em> \u2022 Media Study in the Classroom: Creative Assignments for Character Analysis, Alexander Fedorov (Russia)<\/em> \u2022 Metacognitive Vocabulary Instruction: Helping Children Think About Word Meanings, Kathryn L. Bauserman, Susan E. Israel, and Cathy Collins Block (USA)<\/em> \u2022 Staying Connected with the Heart of Education: Science for Pre-service Elementary Teachers, Andr\u00e9a Mueller (Canada)<\/em> \u2022 Promoting Reading and Writing in Linguistically and Ethnically Diverse Communities in the Czech Republic, Marie Ernestov\u00e1 (Czech Republic)<\/em> \u2022 \u201cJust Pour your Feelings onto Paper!\u201d Successful Strategies for Promoting Students\u2019 Love of Poetry and English Language Learning, Vida Zuljevic (USA)<\/em> [\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]The Museum of Our Teaching Lives, Patricia Bloem and David J. Klooster (USA)<\/em> \u2022 We Have Come a Long Way, Maria Kovacs (Romania)<\/em> \u2022 Glancing Back to Move Forward, Scott Walter (Canada)<\/em> \u2022 Perspectives Is School Equipping You to Deal With the Complex Social Issues You Will Confront as an Adult? Answers from Armenia, Canada, Moldova, and Venezuela \u2022 Assessment for Learning: Monitoring Student Progress through Classroom-Based Assessment, William G. Brozo and Courtney Gaskins (USA)<\/em> \u2022 In Russia a Project is More Than a Project: Critical Thinking for Higher Education, Sergei Zair-Bek (Russia)<\/em> \u2022 Enhancing Active Learning and Critical Thinking in Higher Education: University Teachers\u2019 Perceptions of the ALCT Program, Vlasta Vizek Vidovic (Croatia),<\/em>
\nVisnja Grozdanic (Croatia), and Sharon B. Kletzien (USA)<\/em> \u2022 Reflective Writing \u2014 A Knowledge Building Tool, Adriana Nicu (Romania)<\/em> \u2022 The Curricular Compass: Navigating the Space Between Theory and Practice, Daniel E. Chapman (USA) \u2022 Meeting Many Needs: Differentiated Instruction in Language Arts Classrooms, Ruthanne Tobin and Alison McInnes (Canada)<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14514″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2008 9#1<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14520″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2008 9#2<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]High Expectations in the Learner-Centered Classroom, David J. Klooster and Patricia Bloem (USA)<\/em> \u2022 Should There be a Place for Competition at School? Responses from Russia and Ukraine \u2022 Elitism and Competition in School Sports: Losing Children to Win Games, Gerald W. Nea (USA)<\/em> \u2022 Mastery-Oriented Competitve Climates: Better Practice for Schools?, Viviene A. Templ (USA)<\/em> \u2022 Interactive Teaching Strategies Reduce Inappropriate Student Behavior in Kosovo, Naser Zabeli and Blerim Saqipi(Kosovo)<\/em> \u2022 A Transformative Journey: Theoretical Foundations for an Integrative Approach to Teaching, Katherine Evans, Kathy Glenn, and Jessica Lester (USA)<\/em> \u2022 Critical Thinking Tools and Techniques for Illuminating Literary Texts, Nikolai Stepanov (Russia)<\/em> \u2022 Where do Ideas Come From? Scaffolding Creative Thinking in the Classroom, Teruni Lamberg (USA)<\/em> \u2022 The Long Road to Literacy: Students Decode Ancient Writings, Vera Datsik (Russia)<\/em> [\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Talking With: The Heart of Teaching, Alison Preece (Canada)<\/em> \u2022 How do you ensure that evaluation is a positive experience for your students? Answers from Armenia, Croatia,Russia, and Taiwan \u2022 Teaching Students to Read and Communicate in Science and Mathematics, William G. Brozo (USA) \u2022 The Role of the Humanities in Post-Conflict Societies, or Do They Need Poems Here?, Patricia Bloem, David Klooster (USA), Asone Wollor, James Harris, and John-Paul Noah (Liberia)<\/em> \u2022 WE-CARE Library, M. Woryonwon Roberts (Liberia)<\/em> \u2022 High Stakes Testing and Fourth Grade Readers: Documenting the Impact on Teachers, Children, and Learning, Mellinee Lesley (USA)<\/em> \u2022 Teacher Trainers\u2019 Secrets: How to Evaluate a Workshop and Prepare a Trainer\u2019s Report, Yury Vasiliev and Eugenia Rakayeva (Kyrgyzstan)<\/em> \u2022 Mathematical Modeling Experiences for Mathematical Development in Children, Chun Ming Eric Chan (Singapore)<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/4″][vc_single_image image=”14518″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2008 9#3<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][vc_column width=”1\/4″][vc_single_image image=”14552″ img_size=”large” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”1\/4″][vc_column_text]<\/p>\n

Thinking Classroom 2008 9#4<\/a><\/h4>\n

[\/vc_column_text][vc_separator type=”small” position=”left”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Reading the Hard Stuff, Dvid Klooster and Patricia Bloem (USA)<\/em> \u2022 What Role Does the Computer Play in Your or Your Children\u2019s Life and Learning? Answers from Russia, Ukraine, and the United States \u2022 The Effects of Computer Use on Children\u2019s Physical Development, Artyom Patrikeyev (Russia)<\/em> \u2022 Developing Academic Vocabulary, William G. Brozo (USA)<\/em> \u2022 Media Education is an Integral Part of the Development Critical Thinking, Interview with Alexander Fedorov<\/em>
\n(Russia)<\/em> \u2022 Engaging Children and Teenagers in Peace Culture Education and Peacebuilding, Goharik Markosyan and Julieta Chaloyan (Armenia)<\/em> \u2022 Teaching Spelling Through Word Study in the Elementary Classroom, Alexandra Bomphray (Canada)<\/em> \u2022 Asking Questions, Marilyn Cook (USA)<\/em> \u2022 Enhancing Thinking Through Self Assessment, Betty McDonald (Trinidad and Tobago)<\/em>[\/vc_column_text][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_column_text]Four Ways to Make Strategic Moves Happen: The Role of School Leaders, William G. Brozo (USA)<\/em> \u2022 Many Voices in the Classroom: The Role of Classroom Talk in Education for Democracy, Patricia Bloem, David J. Klooster (USA), and Alison Preece (Canada)<\/em> \u2022 Farewell to Arms!, Rustam Kurbatov (Russia)<\/em> \u2022 Reaching for the Middle: Observations of Two American Students from Generational Poverty, Nora Booth (USA)<\/em> \u2022 Playing and Growing Taller Than Themselves: The Use of Puppets in Developing Language in a First-grade Library Reading Program, Vida Zuljevic (USA)<\/em> \u2022 Successful Organization of a School or Classroom Poetry Club, Greta Freeman (USA)<\/em> \u2022 Assessing Group Work, Kalina Peneva and Rumjana Belcheva (Bulgaria)<\/em>[\/vc_column_text][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"

[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” background_color=”#f7f7f7″ z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text] Thinking Classroom \u2013 an international journal of reading, writing and critical reflection [\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_column_text] Founded in 2000 as a publication of the Reading and Writing for Critical Thinking…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":859,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full_width.php","meta":{"footnotes":""},"class_list":["post-14549","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/14549","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/comments?post=14549"}],"version-history":[{"count":9,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/14549\/revisions"}],"predecessor-version":[{"id":14601,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/14549\/revisions\/14601"}],"up":[{"embeddable":true,"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/pages\/859"}],"wp:attachment":[{"href":"https:\/\/sdcentras.lt\/en\/wp-json\/wp\/v2\/media?parent=14549"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}