ERIC Number: ED340642
Record Type: Non-Journal
Publication Date: 1991-Feb-11
Reference Count: N/A
Classroom Thoughtfulness and Students' Higher Order Thinking: Common Indicators and Diverse Social Studies Courses. Final Deliverable.
Newmann, Fred M.
This project developed a conceptualization of higher order thinking, dimensions of classroom thoughtfulness, and an assessment exercise applicable to diverse topics taught in more than 70 classes in 11 high schools. Generic qualities of classroom thoughtfulness were not generally associated with the persuasiveness of student writing on a constitutional issue. The impact of classroom thoughtfulness on higher order thinking in subjects that teachers actually taught was not assessed. The study illustrates issues in devising observation schemes and assessment tasks that at once honor diverse forms of domain-specific competence in social studies, but that also yield common indicators of teaching quality and student performance. A 38-item list of references is included as are a number of tables of statistical data. (Author)
Descriptors: Classroom Observation Techniques, Critical Thinking, Educational Assessment, Educational Research, High Schools, Learning Processes, Persuasive Discourse, Social Studies, Statistical Analysis, Student Behavior, Student Educational Objectives, Student Evaluation, Teacher Effectiveness, Thinking Skills, Writing Assignments, Writing Skills
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Effective Secondary Schools, Madison, WI.
Identifiers - Laws, Policies, & Programs: United States Constitution