Sarah Cheney

ENG 495 Capstone

ANNOTATED BIBLIOGRAPHY
Ritchhart, R., & Perkins, D. (2008). Making thinking visible. Educational Leadership, 65(5), 5761. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/m
akingthinkingvisibleEL.pdf
This article serves the purpose of informing people about Visual Thinking, by Ritchhart
and Perkins, in this culture of thinking initiative. It explains the usefulness in framing
education around these dispositions and the examples in school settings that prove the
depths of thought. A fifth and first grade classroom in Australia are recorded as they both
experience one of the thinking routines called think-puzzle-explore and equally stretch to
great lengths in the learning process. Some other routines are mentioned, each with a
purpose noted. A hint of the research that proves the significance of Visual Thinking in
classrooms is embedded throughout the article and it gives further links for people to dive
into it. (Ritchhart & Perkins, 2008)
Ritchhart, R. (2007). Cultivating a culture of thinking in museums. Journal of Museum
Education, 32(2), 137-154. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/C
ultivatingACultureofThinking.pdf
Ritchhart describes eight forces that shape group culture and require attention in
creating a productive context for dispositional learning. It sets the context for the
dispositions of thinking in the classrooms, that are not directly taught, but
enculturated. Museums are discussed for the purpose of demonstrating a
sensory-rich experience, in which students are given an up-close personal learning
opportunity that engages their mind. As in Visible Thinking, the connections and
deep thinking involved with incorporating various learning tools, intensifies the
knowledge base of students. Cultivating this culture of thinking sets up the
classroom expectations of visualizing the big picture -that can be formed in many
directions. (Ritchhart, 2007)
Perkins, D., Ritchart, R., Tishman, S., Donis, K., & Andrade, A. (2000). Intelligence in the wild:
a dispositional view of intellectual traits. Educational Psychology Review, 12(3), 269293. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/In
telligenceinWild.pdf
This article explains research of intelligence by using dispositions and moving
beyond the idea that ability is the sole determiner of intellect. The reference in

the wild is symbolizing everyday circumstances that elicit thought and the effort
that is put into learning. Ritchhart, Perkins, Tishman, Donis and Andrade review
dispositional constructs, such as: curiosity, open-mindedness, skepticism, etc. The
trends help to explain intellectual performance and aptitude. In showing the
connections between the different kinds of learning, it brings light to the best
teaching methods to use in the classroom. These strategies have research based
evidence to back up the claims that they extract deeper thinking. (Perkins,
Ritchart, Tishman, Donis & Andrade, 2000)
Tishman, S. (2000). Why teach habits of mind?. In A. Costa & B. Kallick (Eds.), Discovering
and exploring habits of mind (pp. 41-52). Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/W
hyteachhabits_ST.pdf
Tishman dives into the philosophical idea that deeper thought happens with
questions. She looks at the practice of critically probing assumptions and beliefs to see
what they rest on and whether they are justified. Four fundamental features of habits of
mind are researched: based on character-centered view, addition of emotions, importance
of sensitivity, and support critical and creative thought. These four pieces play into the
role of questioning, which can be created as a habit inside the classroom and outside of it.
Tishman uses the four features to answer the question of why people should teach habits
of mind. (Tishman, 2000)
Ritchhart, R., & Perkins, D. (2000). Life in the mindful classroom: nurturing the disposition of
mindfulness. Journal of Social Issues, 56(1), 27-47. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/rit
chhartLifeinMindful.pdf
Ritchhart and Perkins elucidate the disposition of mindfulness and the
significance in the classroom of creating this educational goal. This strategy for
thinking more deeply is a learned trait that requires practice and awareness of
completing the actions of being mindful. In the article, three high leverage
instructional practices are identified for enculturating mindfulness: looking
closely, exploring possibilities, and introducing ambiguity. By teachers using
these tools to enrich the learning process, the practice of thinking mindfully will
cultivate a rich experience as the habit is picked up. Even if latter educators do not
use these strategies in learning, the students will have already mastered the
disposition. (Ritchhart & Perkins, 2000)
Perkins, D. (2003). Making thinking visible. (Harvard Graduate School of Education)Retrieved
from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/M
akingThinkingVisible_DP.pdf

Perkins illustrates how to make thinking visible and what this idea means for
educators and lifelong learners. He begins by showing that thinking is typically an
unconscious task that is seemingly transparent and is an ability that people are
born with. Yet, the act of questioning is one of the ways that uncovers the
assumption that thinking can be a visible act. In using the language of thinking
and to surface the many opportunities for thinking during subject matter learning,
one is more aware of the process. Perkins uses everyday examples to demonstrate
the educational tools that he has researched. (Perkins, 2003)
Tishman, S., & Palmer, P. (2005). Visible thinking. Leadership compass, 2(4), Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/V
T_LeadershipCompass.pdf
This article gives examples of visible thinking in classrooms why it is helpful
and how it is used in schools. Tishman and Palmer attend two classrooms in a
Traverse City, Michigan school, who have implemented a school-wide artful
thinking initiative, which is linked with visible thinking. They witness upper
elementary classes and lower, that are both using thinking routines to expand their
learning. Claim-support-question is one of the practices that the teachers apply
to set up the habit of giving examples for opinions and thought processes. A
powerful view of knowledge is merely one of the accomplishments that come of
visible thinking in schools. (Tishman & Palmer, 2005)
Tishman, S., & Palmer, P. (2007). Works of art are good things to think about. In Evaluating the
impact of arts and cultural education (pp. 89-101). Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/07_Whats_New/WorksOfA
rt.pdf
Tishman and Palmer look into Artful Thinking research, and how this sub score of
Visible Thinking is similar and different in education. In a Traverse City elementary
school, art is added in with the core curriculum to create connections that further the
learning. Examples of classrooms are explained that use pieces of art to express the
emotions, and harvest associations within core subjects. There are accounts from teachers
and administration that have completed countless research and have proof with the
responses of their students, that a deeper level of learning is taking place in artful
thinking. (Tishman & Palmer, 2007)
Tishman, S. (2008). The object of their attention. Educational Leadership, 65(5), 44-46.
Retrieved from: http://www.ascd.org/publications/educationalleadership/feb08/vol65/num05/The-Object-of-Their-Attention.aspx

In this article, Tishman reproduces experiences that she underwent to notice the
importance of bringing objects into the learning process in education. She shows with
various examples that examining objects closely is an excellent way to motivate and
sharpen student thinking. It involves all of the senses, is engaging and accessible to all
students. Giving experiences for students to gain background knowledge on specific
objects, eliminates the discrepancy of privilege in the classroom because everyone is
learning together. Tishman also adds principles for guiding object-centered discussions
and ways for teachers to begin using this strategy. (Tishman, 2008)
Barahal, S. (2008). Thinking about thinking: preservice teachers strengthen their thinking
artfully. Phi Delta Kappan, 90(4), 298-302. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/S
usanBarahal2008.pdf
Barahal speaks about Artful Thinking and the workshop with preservice teachers
that uncovered common misconceptions and assumptions about using art in the
classroom. As with students, her goal is to move thinking with art images and big
ideas within themselves and in their classrooms alike. The Think-puzzle-explore
routine is used, because it incorporates a different language than teachers or
people would commonly think in. By switching the questions that are asked, it
sets up a deeper level of thought that requires more effort and knowledge base to
answer. Barahal practices with teachers, because to add these strategies into the
classroom, the language needs to be practiced to pick up this habit of profound
thinking. (Barahal, 2008)
Perkins, D. (1994). The intelligent eye: learning to think by looking at art. (pp. 55-69). Santa
Monica, CA: The Getty Center for Education in the Arts.
Perkins establishes his argument of intelligence and how art can facilitate a deep level of
thinking. He incorporates diverse ways to look at art, that are organized and mindful. By
using his strategies, he uses research to prove that a different kind of intelligence will be
gained and how it can be fostered over time. (Perkins, 1994)
Tishman, S., Perkins, D., & Jay, E. (1995). The thinking classroom: teaching and learning in a
culture of thinking. Needham, MA: Allyn & Bacon.
Tishman, Perkins and Jay describe a language of thinking and the concerns in the
classroom that can be changed with the examples provided. Thinking dispositions, mental
management, the strategic spirit, higher order knowledge and transfer of information are
all demonstrated with research-based evidence to prove their worth. (Tishman, Perkins &
Jay, 1995)

Cooter, K. (2006). When mama can't read: counteracting intergenerational illiteracy. Reading
Teacher, 59(7), 698-702. Retrieved from
http://web.ebscohost.com.ezproxy.gvsu.edu/ehost/detail?sid=3518787c-8ec2-4b5c-9485ef99af0b4040@sessionmgr198&vid=1&hid=123&bdata=JnNpdGU9ZWhvc3QtbGl2ZS
ZzY29wZT1zaXRl
Cooter explains one of the difficulties in teaching reading, when the students
parents have limited literacy skills to help their child. She reviews the causes of
the intergenerational literacy gap and gives several evidence-based practices to
attempt. It is a socio-cultural phenomenon whereby illiterate parents sponsor
home conditions that hinder childrens reading level. School programs dont work
because of financial problems, cultural beliefs and job requirements. Other
options are reviewed, as the need for help in both the student and parent is
detrimental to succeed. In offering help to the parents, they are given the option to
be given assistance in learning literacy practices, which will therefore help the
students equally. (Cooter, 2006)
Teale, W. (2008). What counts? Literacy assessment in urban schools. Reading Teacher, 62(4),
358-361. Retrieved from http://web.ebscohost.com.ezproxy.gvsu.edu/ehost/detail?
sid=ca0b3a03-68f6-4dc8-808a2479df9f3779@sessionmgr115&vid=1&hid=123&bdata=JnNpdGU9ZWhvc3QtbGl2ZS
ZzY29wZT1zaXRl
Teale speaks to a few matters in the article: literacy in urban schools and the
assessments that dictate how subjects are taught. It explains how assessment in
urban schools has been directed in a path that is not helpful to the students and
reinforces a lack of passion for literacy. The methods and structures of literacy
assessment in urban schools cite over dependence on boosting measurable factors
rather than overall quality in student achievement. Teale illustrates how using the
leveled reading programs do not elicit engagement, connections or confidence
within the students who are required to use them. (Teale, 2008)
Ntiri, D. (2009). Framing the literacy issue: correcting educational misrepresentations in U.S.
society. Western Journal of Black Studies, 33(4), 231-239. Retrieved from
http://web.ebscohost.com.ezproxy.gvsu.edu/ehost/detail?sid=38cf575b-50cf-4f94-b702c89a99474c2b@sessionmgr110&vid=1&hid=123&bdata=JnNpdGU9ZWhvc3QtbGl2ZS
ZzY29wZT1zaXRl
In this article, Ntiri demonstrates the vicious cycle of illiteracy for specifically
African Americans and how they are seemingly stuck in a set of structural
constraints. She explains how this difficult issue is affecting African American
students in the classrooms, and she offers possible solutions to fixing the troubled
areas in education. One of the probable resolutions Ntiri states is replacing

Eurocentric ideologies with Afrocentric ones to improve scholastic achievement

among African Americans. When connections can be made in the classroom, with
books, responses, and experiences, the learning will become closer to home and
will draw out a deeper level of thinking. (Ntiri, 2009)
Danridge, J., Edwards, P., & Pleasants, H. (2000). Making kids winners: new perspectives about
literacy from urban elementary school principals. Reading Teacher, 53(8), 654. Retrieved
from http://web.ebscohost.com.ezproxy.gvsu.edu/ehost/detail?sid=5463ab4b-633e-469685f063510e6e51fd@sessionmgr198&vid=1&hid=123&bdata=JnNpdGU9ZWhvc3QtbGl2ZS
ZzY29wZT1zaXRl
Danridge, Edwards and Pleasants use this article to convey to the reader the
hardship that many urban elementary school principals receive. The researchers
give the principals a voice, in which many times are masked by assumptions and
unrealistic expectations for their job responsibilities. To examine the issues at
hand, they have illuminated the challenges present in urban education and how
they have enhanced the illiteracy in both the students and parents alike. These
principals connect the home and school to improve literacy achievement of their
culturally diverse students in urban schools. They have found that these
relationships make for deeper learning. (Danridge, Edwards & Pleasants, 2000)

Ritchhart, R. (2002). Intellectual character: what it is, why it matters, and how to get it. San
Francisco, CA: Jossey-Bass.
Ritchhart implements his view on intelligence, with classroom experience and research to
back up his evidence on building a stronger view of intellect. He presents stories, vivid
classroom vignettes, and models to demonstrate powerful teaching. The beginning is a
case for questioning the level of intelligence that many attempt to put a number on and
rethinking the idea of intellectual character. He incorporates Visible Thinking and other
strategies to use these thinking routines in education. Ritchhart clearly defines how to
begin using these techniques in the classroom and how to keep them alive within the
students and learning process. (Ritchhart, 2002)
Anderson, N. A. (2013). Elementary children's literature: infancy through age 13. (4 ed., pp. 4558, 89). Upper Saddle River, New Jersey: Pearson.
This diverse book has sections on every genre of literature, elements of quality in them,
and good examples to use in the classroom. In The Boundless World of Fiction part,
there are chapters that solely focus on culturally diverse literature and contemporary
realistic fiction, in which would be helpful to know for an urban school.
Misrepresentation of culture and social reality such as: war, homelessness, poverty, gangs

and crime and racism are researched. There are also sections on the importance of reading
aloud to children, silent reading, guided reading, etc. (Anderson, 2013)
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: robust vocabulary
instruction. New York: The Guilford Press.
Beck, McKeown, and Kucan thoroughly explain the significance of teaching robust
vocabulary instruction and the research based evidence on how detrimental it is for a deeper
scale of learning. Choosing words to teach, and how to start building strategies of developing
vocabulary in students are focused on in this instructional book. There are also examples of
book lists that add good words that would be a jumping point for literacy instruction. The
authors stress the importance of using complex language in everyday conversations, as that
will create deeper thinking. (Beck, McKeown & Kucan, 2002)
Atwell, N. (2007). The reading zone. New York: Scholastic
Atwell illustrates different pieces to the reading process that help engage all students and
embody a lifelong love for literacy. With research based evidence, she states the meaning
behind aspects such as: choice, comprehension, and booktalking to connect the reader.
The equal balance between the matters are vital, as they all have a individual relationship
that needs to be attended to, as well as grouped together to work as one. There are
chapters on boys and high school, because those two specific areas are known to have
different procedures and ways to engage. (Atwell, 2007)
Crawley, S. J. (2012). Remediating reading difficulties. (6 ed.). New York: McGraw-Hill.
In this book, Crawley expands on subjects of reading difficulties that are viewed in
education. Emergent literacy skills, world analysis skills, vocabulary, fluency, text
comprehension, study skills, affective areas, specialized approaches and English language
learners are all components that are researched. She incorporates evidence from various
schools and other primary sources that draw further explanation into the reading
difficulties that are highlighted. There are countless examples of instruction for teachers
and different options for many diverse learners in the classroom, as she states that
everyone has a unique thinking process. (Crawley, 2012)
Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.
Millers book adds value to reading and incorporates the constant theme that anyone can
be a successful reader with effort. She uses suggestions for teachers, examples of
strategies and proven research to back up her opinions of literacy education. There are
subjects on: reading freedom, cutting the teacher strings, readers notebooks, and more
helpful hints on developing a love for literacy within the students. After every other
chapter, Miller puts student surveys to demonstrate the thinking of the children that are
using these learning tools. (Miller, 2009)

Fox, M. (2008). Reading magic: why reading aloud to our children will change their lives
forever. (2 ed.). Orlando, FL: Houghton Mifflin Harcourt Publishing.
In this book, Fox persuades the reader to read aloud to children, and she explains the
detrimental role it will take in their lives. She gives multiple examples in the classroom
and research on the importance of reading. With the theme of magic throughout the book,
Fox explains the magic of print, language, and general knowledge. She gives explanation
to how the three secrets of reading come together and how they can be implemented in
the classroom. (Fox, 2008)

Lazar, A. M. (2004). Learning to be literacy teachers in urban schools: stories of growth and
change. Newark, DE: International Reading Association.
Lazar speaks to historical, social and cultural factors that shape literacy achievement and
how it affects the judgment of teaching in urban schools. He illustrates how teachers
should figure out their personal bias and the stereotypes they unconsciously might have,
because it will come across in their teaching. The constructions of urban schools are
detailed, with preconceptions set straight. Lazar mentions suggestions for teachers in
urban schools to grow as culturally sensitive literacy educators. (Lazar, 2004)
Calkins, L. M. (1994). The art of teaching writing. (2 ed.). Portsmouth, NH: Heinemann.
Calkins explains the art of teaching writing and the skills that are critical to engaging
students in the practice. She stresses the importance of letting children show us how to
teach and not pushing children to a pace they are not comfortable with. Every writer is at
a different stage and has different interests, and it is the responsibility of the teacher to
harvest these passions. Likewise with reading, writing can be used as an expressive tool
that can assist in the learning process. (Calkins, 1994)
Delpit, L. (2012). "Multiplication is for white people"- raising expectations for other people's
children. New York: The New Press.
Delpits purpose of writing this book was to reform the viewpoint that there is an
achievement gap at birth for minority children and they were born with less intelligence.
She reflects on two decades of reform efforts that have not worked in urban schools and
she gives details of why it is so. Delpit gives examples of strategies that could better
serve the students and help them in ways that will connect with their home lives. (Delpit,
2012)
Taberski, S. (2000). On solid ground: strategies for teaching reading k-3. Portsmouth, NH:
Heinemann.
Taberski uses many parts to teaching reading in lower elementary and gives detail to the
programs and strategies that are research based evidence that they work. She has a section for

teachers to understand the roles and goals, how to demonstrate strategies, assessing children
to determine their strengths and needs, as well as offering children opportunities to practice
and respond. (Taberski, 2000)
U.S. Department of Education, (2011). Percentage distribution of public school students across
national assessment for educational progress (NAEP) reading achievement levels, by
grade level and school locale. Retrieved from Institute of Education Sciences website:
http://nces.ed.gov/surveys/ruraled/tables/b.2.a.-1_2011.asp?refer=urban
Reading achievement levels for fourth grade school location. ("Percentage
distribution of," 2011)
U.S. Department of Education, (2011). Reading 2011: trial urban district assessment. Retrieved
from Institute of Education Sciences website:
http://nationsreportcard.gov/reading_2011/reading_2011_tudareport/
Urban schools below basic, basic, proficient, advanced rates. ("Reading 2011:
trial," 2011)
U.S. Department of Education, (2011). Reading 2011: state snapshot report - Michigan, grade 4.
Retrieved from Institute of Education Sciences website:
http://nces.ed.gov/nationsreportcard/pdf/stt2011/2012454MI4.pdf
Michigan snapshot score gaps for student groups. ("Reading 2011: state," 2011)