Classroom Thoughtfulness and Students' Higher Order Thinking: Common Indicators and Diverse Social Studies Courses

• Autores: Fred M. Newmann
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 19, Nº 4, 1991, págs. 410-433
• Idioma: inglés
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• Resumen

  • This article presents the problem of arriving at common indicators of instructional quality and student achievement in social studies, given great diversity between classes and schools in what is taught. A study of more than 70 classes in 11 high schools showed that generic qualities of classroom thoughtfulness were not associated with the persuasiveness of student writing on a constitutional issue. However, since the impact of classroom thoughtfulness on higher order thinking in the subjects that teachers actually taught was not assessed, the results do not justify dismissing the significance of generic qualities of classroom thoughtfulness for promoting students' thinking.