Literaturnachweis - Detailanzeige
| Autor/inn/en | Newmann, Fred M.; und weitere |
|---|---|
| Institution | National Center on Effective Secondary Schools, Madison, WI. |
| Titel | Higher Order Thinking in High School Social Studies: An Analysis of Classrooms, Teachers, Students, and Leadership. |
| Quelle | (1988), (222 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Cognitive Processes; Critical Thinking; High School Students; High Schools; Research Projects; Secondary School Curriculum; Secondary School Teachers; Social Studies |
| Abstract | The papers in this report present selected findings from one phase of a five-year study on how to enhance higher order thinking skills in high school social studies classes. The study's purposes were to determine why it is difficult to emphasize these skills in social studies curriculums, what the barriers are, and how to overcome them. Five demographically diverse high schools were selected for the study. The results provided in six chapters include: (1) "The Curriculum of Thoughtful Classes" (F. Newmann); (2) "Exploring Aspects of Teachers' Thinking about Promoting Students' Thinking" (J. Onosko); (3) "Classroom Practices of High and Lower Scoring Teachers" (J. Onosko); (4) "Student Perspectives on Cognitively Challenging Curriculum" (R. Stevenson); (5) "Student Perspectives on Engaging Curriculum" (R. Stevenson); and (6) "Departmental and Principal Leadership in Promoting Higher Order Thinking" (C. McCarthy; F. Schrag). Findings indicate that classroom thoughtfulness in social studies can be assessed and can occur at high levels in conventionally organized high schools among students of all grade and achievement levels. Tables and references are included. (JHP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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