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首页> 外文学位 >Levels of classroom thoughtfulness in fifth grade social studies lessons: An examination of teacher practice.
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Levels of classroom thoughtfulness in fifth grade social studies lessons: An examination of teacher practice.

机译：五年级社会学习课程的课堂思考水平：教师实践检查。

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摘要

The lack of practical assistance to the classroom teacher in the area of higher level thinking prompted this research effort. A practical model (Newmann, 1990) was utilized to (a) discriminate between more and less successful subjects in the establishment of classroom thoughtfulness, and (b) identify successful teacher practices related to classroom thoughtfulness. Specifically, six fifth grade teachers were observed teaching social studies lessons. Ratings were made using Newmann's (1990) overall scale of classroom thoughtfulness. The subjects were then interviewed. Successful teacher practices in the establishment of classroom thoughtfulness were identified.; Three subjects were identified as being more successful at establishing classroom thoughtfulness within two rated social studies lessons. Three of Newmann's seventeen indicators were found to be the most powerful indicators of classroom thoughtfulness. These indicators were (a) the teacher asked challenging questions and/or structured challenging tasks, (b) the teacher was a model of thoughtfulness, and (c) the students offered explanations and reasons for their conclusions.; Subject 6 established the highest level of classroom thoughtfulness and highlighted student discourse and teacher use of Socratic questioning techniques to enhance student thinking. Subject 6 was observed establishing classroom thoughtfulness in many ways which were not articulated in the follow-up interview. It was concluded that this subject developed a practical knowledge base but did not have opportunities to develop the expression of that practical knowledge.; The use of Newmann' s model is recommended for teacher training, classroom observation and for restructuring efforts as it includes clearly stated student behaviors to serve as a starting point in the development of more thoughtful educational programs. Further, use of the scale of classroom thoughtfulness is recommended as a heuristic device for classroom teachers to utilize in reflecting upon practice.; The observation and follow-up interview methodology is recommended for future research as a means to provide opportunities for practitioners to dialogue regarding teacher practice. The identification of successful teacher practices is viewed as essential in adding to a practical knowledge base in the area of educational thoughtfulness.
机译：在高层次思维领域对课堂老师缺乏实际帮助促使了这项研究工作。一个实用的模型（Newmann，1990）被用来（a）在建立课堂思想方面区分成功与否的科目，以及（b）确定与课堂思想相关的成功的教师实践。具体而言，观察到六名五年级老师在教社会研究课。评分是使用Newmann（1990）的课堂思考总体规模进行的。然后对受试者进行了采访。确定了建立课堂思想的成功教师实践。在两门经过评级的社会学习课程中，确定了三门科目可以更成功地建立课堂思考能力。纽曼的十七项指标中有三项被认为是课堂思考能力的最有力指标。这些指标是（a）老师问的挑战性问题和/或结构化的挑战性任务；（b）老师是思想性的榜样；（c）学生提供了得出结论的解释和理由。主题6建立了最高水平的课堂思考能力，并强调了学生的话语和老师使用苏格拉底提问技术来增强学生的思维能力。观察到主题6以许多方式建立了教室的思想性，但在后续采访中并未阐明。结论是，该学科建立了实践知识基础，但是没有机会发展该实践知识。建议使用Newmann模型进行教师培训，课堂观察和结构调整，因为它包括明确说明的学生行为，以此作为制定更周到的教育计划的起点。此外，建议使用课堂沉思的量表作为启发式工具，以供课堂教师反思实践。建议将观察和后续访谈方法用于未来研究，以为从业者提供有关教师实践的对话机会。识别成功的教师实践被认为是增加教育思想领域的实践知识库的关键。

著录项

  • 作者

    McLain-Midkiff, Michael.;

  • 作者单位

    University of San Francisco.;

  • 授予单位 University of San Francisco.;
  • 学科 Education General.; Education Elementary.; Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 1991
  • 页码 259 p.
  • 总页数 259
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;教育;
  • 关键词

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