Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Editorial Statement:

Editorial Statement: A better understanding of the conditions that foster higher order thinking has been among the more pressing concerns of educational researchers in re­ cent years. Each article in this section contributes in a different way to our grow­ ing knowledge of this important educational issue. The four articles, spanning elementary through college levels and a variety of subject-matter areas, reflect diverse research methods as well. Raudenbush, Rowan, and Cheong consider the relative power of three pos­ sible explanations for observed variation among secondary teachers' emphases on higher order thinking, including curricular conventions, teacher preparation, and organizational norms. The comprehensive hierarchical analyses presented in this study suggest some strong implications for educational policy, particularly with respect to curricular conventions in the teaching of secondary mathematics and science. In their article on how one first-grade teacher used knowledge of students' thinking to guide and promote instructional activity in mathematics, Fennema, Franke, Carpenter, and Carey provide a useful model of elementary-level cur­ ricular and instructional reform. Among other things these researchers observed with various sources of data was that the mathematics learned by children in this classroom aligned closely with and even exceeded current standards adopted by the National Council of Teachers of Mathematics. Lee and Anderson also conducted qualitative case studies—of student task engagement and conceptual change in middle-school science. More or less effective patterns of engagement were linked with different forms of student cognitive, motivational, and affective outcomes. The distinct patterns of task engagement displayed by students learning the same science content illustrate how difficult it is for teachers to help all students learn science with a high level of understanding. Finally, Inez Rovegno collected a variety of qualitative data to describe how preservice teachers in physical education were challenged to learn a new move­ ment approach to teaching. The study of preservice teachers' adoption of this developmental, constructivist approach examined, among other aspects of their knowledge base for teaching, the ability to read the political text of their sub­ ject matter, to confront negative stereotypes about physical educators, and to view themselves as part of a larger educational mission. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Editorial Statement:

American Educational Research Journal , Volume 30 (3): 1 – Jun 24, 2016
Download PDF
1 page

Loading next page...
 
/lp/sage/editorial-statement-9EhzRgRT1Z

References (0)

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312030003521
Publisher site
See Article on Publisher Site

Abstract

A better understanding of the conditions that foster higher order thinking has been among the more pressing concerns of educational researchers in re­ cent years. Each article in this section contributes in a different way to our grow­ ing knowledge of this important educational issue. The four articles, spanning elementary through college levels and a variety of subject-matter areas, reflect diverse research methods as well. Raudenbush, Rowan, and Cheong consider the relative power of three pos­ sible explanations for observed variation among secondary teachers' emphases on higher order thinking, including curricular conventions, teacher preparation, and organizational norms. The comprehensive hierarchical analyses presented in this study suggest some strong implications for educational policy, particularly with respect to curricular conventions in the teaching of secondary mathematics and science. In their article on how one first-grade teacher used knowledge of students' thinking to guide and promote instructional activity in mathematics, Fennema, Franke, Carpenter, and Carey provide a useful model of elementary-level cur­ ricular and instructional reform. Among other things these researchers observed with various sources of data was that the mathematics learned by children in this classroom aligned closely with and even exceeded current standards adopted by the National Council of Teachers of Mathematics. Lee and Anderson also conducted qualitative case studies—of student task engagement and conceptual change in middle-school science. More or less effective patterns of engagement were linked with different forms of student cognitive, motivational, and affective outcomes. The distinct patterns of task engagement displayed by students learning the same science content illustrate how difficult it is for teachers to help all students learn science with a high level of understanding. Finally, Inez Rovegno collected a variety of qualitative data to describe how preservice teachers in physical education were challenged to learn a new move­ ment approach to teaching. The study of preservice teachers' adoption of this developmental, constructivist approach examined, among other aspects of their knowledge base for teaching, the ability to read the political text of their sub­ ject matter, to confront negative stereotypes about physical educators, and to view themselves as part of a larger educational mission.

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

There are no references for this article.