ERIC Number: ED329592
Record Type: RIE
Publication Date: 1991-Feb
Reference Count: 0
Toward Establishing Relationships between Essential and Higher Order Teaching Skills.
Kromrey, Jeffrey D.; And Others
Nineteen secondary school teachers in a mid-sized Florida school district participated in a single-group pretest/posttest design to explore the relationship between essential and higher order teaching skills. Correlations between two sets of teacher performance variables were computed before and after training in teaching for higher order thinking (THOT). Three 4-hour training sessions and seven 2-hour workshops were held over an 11-week period. The purposes of the first three sessions were to introduce, define, and provide acceptable and unacceptable examples of THOT skills. The seven workshop sessions focused on developing and critiquing thinking-skill lesson plans. The teachers were observed on two occasions by two observers using an instrument based on the Florida Performance Measurement System (FPMS), and on two occasions by two observers using an instrument developed to measure THOT. Teachers' participation in the training program resulted in a substantial increase in THOT scores but no increases in the FPMS scores. Correlations between the two scores were not significant on either occasion. Implications of the results are discussed and it is suggested that training in the teaching of higher order thinking is necessary for many teachers. Five tables contain study data, and three figures illustrate the domains and the indicator coding pattern. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Florida Performance Measurement System; Teaching Higher Order Thinking (Peterson et al)
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Boston, MA, February 13-16, 1991).