Ron Ritchhart
Harvard University
9 Papers
12 Citations
Ron Ritchhart is an academic researcher from Harvard University. The author has contributed to research in topics: Human intelligence & Cognitively Guided Instruction. The author has an hindex of 8, co-authored 9 publications.
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Papers
Intelligence in the Wild: A Dispositional View of Intellectual Traits
TL;DR: This paper reviewed several dispositional constructs that researchers have investigated, sometimes under the label dispositions, and found that dispositions are stable traits that help to explain intellectual performance over and above measures of intellectual aptitude.
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Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness
Ron Ritchhart,David N. Perkins +1 more
TL;DR: This article reviewed the appropriateness of "mindfulness" as an educational goal and explored what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state.
Uncovering students’ thinking about thinking using concept maps
TL;DR: Ritchhart and Perkins as mentioned in this paper explored a method for uncovering students' thinking about thinking, specifically their meta-strategic knowledge, within the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
Learning to think: The challenges of teaching thinking
Ron Ritchhart,David N. Perkins +1 more
- 01 Jan 2005
TL;DR: The idea that thinking can be taught, or at least productively nurtured along its way, is ancient. as mentioned in this paper argues that given reasonable access to a rich cultural surround, individuals readily engage in situated problem solving, observing, classifying, organizing, informal theory building and testing, without much prompting or even support.
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When Is Good Thinking
David N. Perkins,Ron Ritchhart +1 more
- 13 Jul 2004
TL;DR: Baron, 1985; Basseches, 1984; Case, 1992; Elgin, 1996; Langer, 1989; Paul, 1990; Toulmin, 1958; and Wertheimer's (1945) formulation of productive thinking all set forth normative conceptions of various kinds of thinking.
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