A Test of High-Order Thinking

Autor/in	Libresco, Andrea S.
Titel	A Test of High-Order Thinking
Quelle	In: Social Studies and the Young Learner, 20 (2007) 1, S.14-17 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-0300
Schlagwörter	Grade 4; Cognitive Processes; Faculty Development; Social Studies; Thinking Skills; Case Studies; Elementary School Teachers; Student Evaluation; Grading; Interviews; Teaching Methods; Course Content; Concept Formation; Models; Critical Thinking; Learning Strategies; State Standards; Standardized Tests; Pedagogical Content Knowledge; New York + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Cognitive process; Kognitiver Prozess; Gemeinschaftskunde; Denkfähigkeit; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Notengebung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Concept learning; Begriffsbildung; Analogiemodell; Kritisches Denken; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Standadised tests; Standardisierter Test; Pädagogische Kompetenz
Abstract	In this article, the author presents a case study of three fourth grade teachers in New York, a state that administers an elementary social studies test, constructed by teachers, that relies on the use of documents in the majority of its questions. Throughout the 2002-2003 school year, the three teachers were observed during every unit of social studies and all of their social studies staff development sessions, including test-grading and curriculum-mapping. Formal and informal interviews were conducted with the teachers, their principal, and the K-12 director for social studies. Over the course of the year, the three teachers' instruction emphasized concepts and Big Ideas; modeled and gave opportunities for critical thinking processes; and encouraged students to construct meaning and raise questions. As a result of her study of the three teachers, the author found that the imposition of a state social studies test that emphasizes documents-based instruction did not stifle any of these teachers' wise practices. Rather, these teachers extended their wise practices, translating their improved grasp of content knowledge and primary sources into effective and interesting activities for students. This case study for New York suggests that mandated, thoughtful state elementary social studies assessments, combined with a concerted effort by professional development programs to deconstruct the tests, and ongoing staff development along the lines of the lead teacher model, could foster upper-level social studies instruction and effective, inspired teaching. (Contains 5 notes.) (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800: Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10