Literaturnachweis - Detailanzeige
Autor/inn/en | McCartney, Cameron; Schrag, Francis |
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Titel | Departmental and School Leadership in Promoting Higher-Order Thinking. |
Quelle | In: Journal of Curriculum Studies, 22 (1990) 6, S.529-43Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
Schlagwörter | Administrator Role; Comparative Analysis; Context Effect; Curriculum Development; Department Heads; Institutional Characteristics; Interviews; Leadership Styles; Principals; School Effectiveness; Secondary Education; Social Studies; Teacher Effectiveness; Teacher Role; Thinking Skills Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Führungsstil; Principal; Schulleiter; Schuleffizienz; Sekundarbereich; Gemeinschaftskunde; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Denkfähigkeit |
Abstract | Investigates the role of social studies department heads and principals in five schools involved in a project studying higher-order thinking skills. Identifies similarities and differences between department heads and administrators. Develops indicators of the success of the five schools in promoting higher-order thinking in social studies classes. Explores impact of institutional context on curriculum development for higher-order thinking. (NL) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |