An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms

Authors

Christopher Fischer
Linda Bol, Old Dominion UniversityFollow
Shana Pribesh, Old Dominion UniversityFollow

Document Type

Article

Publication Date

2011

Publication Title

American Secondary Education

Volume

39

Issue

2

Pages

5-26

Abstract

This study investigated the extent to which higher-order thinking skills are promoted in social studies classes in high schools that are implementing smaller learning communities (SLCs). Data collection in this mixed-methods study included classroom observations and in-depth interviews. Findings indicated that higher-order thinking was rarely promoted in SLC classes. Interview data suggests several factors affecting teaching for higher-order thinking in SLC social studies classrooms. These include: high stakes testing, pacing pressures, teachers' dispositions and training, and teacher autonomy.

Comments

© American Secondary Education

Article may not be reprinted for profit purposes. Posted with the permission of the publisher.

ORCID

0000-0001-9157-3493 (Pribesh)

Original Publication Citation

Fischer, C., Bol, L., & Pribesh, S. (2011). An investigation of higher-order thinking skills in smaller learning community social studies classrooms. American Secondary Education, 39(2), 5-26.

Repository Citation

Fischer, Christopher; Bol, Linda; and Pribesh, Shana, "An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms" (2011). Educational Leadership & Workforce Development Faculty Publications. 38.
https://digitalcommons.odu.edu/efl_fac_pubs/38