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A Phenomenological Study of Secondary Teachers' Experiences with Assessing Higher Order Thinking Skills

Miser, Rachael Spiker
http://orcid.org/0000-0002-8283-8119
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512131411020263

Abstract Details

2017, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
The study explored the experiences of seven effective high school teachers in assessing higher order thinking skills. For students to graduate an Ohio public school, they are to have the resources and skills to be college and career ready and according to the Ohio Learning Standards and developing higher order thinking is part of this mandate. Because of these demands, increased focus and attention is being directed to the development of knowledge beyond basic recall and rote memorization and towards deeper understanding, critical thinking, and problem solving. The methods used for this study were based on a qualitative phenomenological design that used a social constructivist framework and an ontological philosophical basis. Seven teachers from an Ohio secondary public-school district were the participants. Empirical data were collected through in-depth interviews and analysis of the data was through horizonalizing and finding themes, developing textural descriptions, and deriving meanings and essences. Twelve themes were constructed--internal classroom themes of defining higher order thinking, questioning, collaborative groups, problem and project based learning, demonstration of skills, instilling confidence, time; and external themes of administrators, professional development, teacher training, Common Core or Ohio Learning Standards, and collaboration with other teachers.
Carolyn Ridenour (Committee Chair)
168 p.
Education; Educational Leadership
phenomenology; assessing; higher order thinking skills; experiences of secondary teachers

Recommended Citations

Citations

  • Miser, R. S. (2017). A Phenomenological Study of Secondary Teachers' Experiences with Assessing Higher Order Thinking Skills [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512131411020263

    APA Style (7th edition)

  • Miser, Rachael. A Phenomenological Study of Secondary Teachers' Experiences with Assessing Higher Order Thinking Skills. 2017. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512131411020263.

    MLA Style (8th edition)

  • Miser, Rachael. "A Phenomenological Study of Secondary Teachers' Experiences with Assessing Higher Order Thinking Skills." Doctoral dissertation, University of Dayton, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512131411020263

    Chicago Manual of Style (17th edition)

dayton1512131411020263
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© 2017, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.