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Instructional Strategies and Practic...

Vitacco-Vives, Gina F.

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Instructional Strategies and Practices Utilized in Fifth through Eighth Grade Classrooms in Relation to Cognitive Demand and Critical Thinking: A Case Study of a Howard Gardner Alternative School.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Instructional Strategies and Practices Utilized in Fifth through Eighth Grade Classrooms in Relation to Cognitive Demand and Critical Thinking: A Case Study of a Howard Gardner Alternative School./
Author:	Vitacco-Vives, Gina F.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3570591
ISBN:	9781303157660

Instructional Strategies and Practices Utilized in Fifth through Eighth Grade Classrooms in Relation to Cognitive Demand and Critical Thinking: A Case Study of a Howard Gardner Alternative School.
Vitacco-Vives, Gina F.

Instructional Strategies and Practices Utilized in Fifth through Eighth Grade Classrooms in Relation to Cognitive Demand and Critical Thinking: A Case Study of a Howard Gardner Alternative School. - 135 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--Marywood University, 2013.

The purpose of this qualitative study was to examine instructional strategies and practices in relation to critical thinking development. The selected alternative school of study supports Howard Gardner's Multiple Intelligence Theory and was recently awarded charter status. Data was gathered from interviews with teachers and parents of fifth though eight grade students, with the school administrator, and through classroom observations. No Child Left Behind (NCLB) prompted the utilization of assessments across the country that center on basic skills and foundational knowledge versus critical thought and application of knowledge. However, with the onset of a worldwide economy and improved educational outcomes in other nations, attention has been drawn to the need to further develop students' critical thinking and problem solving skills in the United States. This study indicated that the practices of peer-mentoring, project-based learning, and relevant real world application provided the students in the Upper and Senior classes of the Howard Gardner Multiple Intelligence Charter School with tasks and opportunities to develop critical thinking skills. In addition, it was noted that the students obtained scores on standardized assessments above the required level of proficiency, as per NCLB.

ISBN: 9781303157660Subjects--Topical Terms:

1669073
Education, Instructional Design.

Instructional Strategies and Practices Utilized in Fifth through Eighth Grade Classrooms in Relation to Cognitive Demand and Critical Thinking: A Case Study of a Howard Gardner Alternative School.
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245 1 0 $a Instructional Strategies and Practices Utilized in Fifth through Eighth Grade Classrooms in Relation to Cognitive Demand and Critical Thinking: A Case Study of a Howard Gardner Alternative School.
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500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Mary Salvaterra.
502 $a Thesis (Ph.D.)--Marywood University, 2013.
520 $a The purpose of this qualitative study was to examine instructional strategies and practices in relation to critical thinking development. The selected alternative school of study supports Howard Gardner's Multiple Intelligence Theory and was recently awarded charter status. Data was gathered from interviews with teachers and parents of fifth though eight grade students, with the school administrator, and through classroom observations. No Child Left Behind (NCLB) prompted the utilization of assessments across the country that center on basic skills and foundational knowledge versus critical thought and application of knowledge. However, with the onset of a worldwide economy and improved educational outcomes in other nations, attention has been drawn to the need to further develop students' critical thinking and problem solving skills in the United States. This study indicated that the practices of peer-mentoring, project-based learning, and relevant real world application provided the students in the Upper and Senior classes of the Howard Gardner Multiple Intelligence Charter School with tasks and opportunities to develop critical thinking skills. In addition, it was noted that the students obtained scores on standardized assessments above the required level of proficiency, as per NCLB.
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