Levels of classroom thoughtfulness in fifth grade social studies lessons: An examination of teacher practice

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.