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ERIC Number: EJ1113229
Record Type: Journal
Publication Date: 2016
Pages: 26
Abstractor: As Provided
ISSN: EISSN-1923-1857
Teachers' Understandings of Critical and Higher Order Thinking and What This Means for Their Teaching and Assessments
Schulz, Henry W.; FitzPatrick, Beverly
Alberta Journal of Educational Research, v62 n1 p61-86 Spr 2016
Critical and higher order thinking is essential to education, but it is not clear what teachers understand this to mean and what role this has in their instruction. We interviewed 38 teachers in Kindergarten to Grade 9 classrooms from 14 schools in Newfoundland and Labrador, Canada, to obtain their understandings of critical and higher order thinking in social studies and science, and how this affects instruction and assessment. The teachers believed that higher order thinking was important for all students, and attempted to teach thinking; however, they were less sure of how they might assess thinking. The teachers indicated uncertainty about what higher order thinking means, and believed they were not well prepared to teach or assess higher order thinking.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A