"As might be expected, or at least hoped for, from someone who emphasises the importance of clear thinking, the author demonstrates his own mastery by producing a book that is a model of clarity....Thinkback—both as a book and as a process—is a valuable tool for learner empowerment."
—British Journal on Professional Development
"...the text is an excellent illustration of a simple but powerful idea thoroughly exploited in a wide range of applications. Thinkback should become an essential part of every teacher's tool kit. It has great potential for pupils with learning difficulties and able underachievers as well as all learners at some point. I shall definitely incorporate it into my Master's programmes."
—The British Journal of Educational Psychology
"Lochhead's book has been written in an intentionally jargon-free, non-academic style for an intended audience of teacher practitioners looking for alternative and progressive modes of teaching and learning. The author has devoted a major portion of his academic career to developing programs aimed at improving general anayltical reasoning skills...thus laying the ground for the insightful and experience-informed intervention presented in Thinkback."
—Canadian Journal of Science, Mathematics and Technology Education
"What a fun book to read (and informative, too, of course!)....The dialogues are wonderful and very engaging....This book will surely be just the thing to move teachers to use TAPPS. I hope more teachers try it in their classrooms."
—Barry K. Beyer
Professor Emeritus, Graduate School of Education, George Mason University
"Knowing how to conduct metacognitive dialogues in the classroom should be a basic skill of all teachers....The application to athletics, mathematics, language arts, social studies, and science instruction adds to the strength of this book in that it demonstrates the power of the metacognitive dialogue across numerous commonly taught subjects....Thinkback should become the subject of all teacher preparation curricula and therefore this book would make a valuable addition to graduate and undergraduate courses in pedagogy, instructional strategies, and improvement of instruction. It would be of great use to staff developers who are intent on improving the quality of classroom interaction with particular emphasis on students' cognitive processes. It will be of benefit to curriculum workers as the book legitimizes the processes of thinking as the content of instruction and the subject of classroom discussion."
—Arthur L. Costa
Codirector, Institute for Intelligent Behavior, and Emeritus Professor of Educat
"A rich and useful guide—one that will be widely welcomed and used....The inclusion of various critical thinking strategies is particularly valuable in that, all together, they provide explicit guidance for teaching critical guidance in a variety of ways and in a wide array of contexts and disciplines."
—Carole Morning
Higher Education Extension Service
"An interesting approach to academic explication—the use of naturalistic dialogue models a powerful technique called Thinkback, while at the same time describes some of the most important instructional strategies for teaching thinking in the past 20 years."
—Ronald Narode
Portland State University
