Presents findings from a case study of the implementation\ud of three different thinking skills programmes – Somerset\ud Thinking Skills, Instrumental Enrichment and Philosophy\ud for Children, in year seven of an inner city secondary\ud school. Focuses on the perceptions of the teachers\ud involved and explores the extent to which teacher perceptions affected implementation. An understanding of\ud teachers’ perceptions is important if effective training and\ud support is to be provided and the problem of poor implementation of thinking skills programmes is to be\ud addressed. Analysis of teacher perceptions will also\ud contribute to our understanding of why a particular\ud programme is chosen and the extent to which the needs of\ud the teacher are consistent with its aims. Findings of the\ud study reaffirm the difficulty experienced teachers face\ud when attempting to develop new skills and highlight the\ud problems presented by the lack of immediate, concrete\ud outcomes from a thinking skills lesson. Identifies teachers’\ud planning and perceptions of what constitutes group work\ud as areas deserving further research and notes the importance\ud of the presentation of thinking skills materials for\ud the teachers using them
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