02/20/2012
Feb. 15, 2012—“The growing body of information we have from rigorous observational measures of teacher practice suggests that ... very few teachers are demonstrating strong performance on domains more associated with pushing students to think critically and analytically, such as ‘analysis and problem solving,’ ‘using questioning and instructional techniques,’ ‘quality of feedback,’ ‘student participation in meaning making and reasoning,’ ‘explicitness of importance,’ or ‘investigation/problem-based approach,’ writes Sara Mead in her Policy Notebook column for Education Week.
Mead goes on to mention the Classroom Assessment Scoring System, developed by the Center for Advanced Study of Teaching and Learning, and its role in both the recent Measures of Teacher Effectiveness study as well as the most sweeping studies of preschool classroom quality.
Read “Can New Teacher Observational Tools Help Boost Students’ Critical Thinking and Analytic Skills?”
