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.

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.

ORCID

0000-0001-9157-3493 (Pribesh)

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