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Volume 19, Issue 1 (1990)

Toward a Broader Role For School Psychology in the Thinking Skills Movemente

pp. 96—114

Various proponents of educational reform have cited students’ lack of higher-level thinking skills as a national problem which merits serious attention. The purpose of this article is to suggest ways in which school psychologists can adopt a broader role in the thinking skills movement. Before doing so, however, three prerequisite topics are addressed: (a) the meaning of the term “thinking skills” is discussed in detail, (b) the thinking skills movement in the “general sense” (GS-TSM) is distinguished from the thinking skills movement in the “restricted sense” (RS-TSM), and (c) hindrances to school psychologists’ involvement in the GS-TSM are discussed. The article closes with initial steps interested school psychologists may take in becoming more involved in the GS-TSM.

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