Barriers to the Promotion of Higher-Order Thinking in Social Studies
Bibliographic Data
| ID | 11070293 |
|---|---|
| Authors | Joseph J Onosko (University of New Hampshire, corresponding author) |
| Year | 1991 |
| Volume | 19 |
| Issue | 4 |
| Pages | 341-366 |
| Publication date | 1991-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1991.10505646 |
| OpenAlex | W1982686652 |
| Language | EN |
| Citations received | 31 |
| References cited | 20 |
Based on interviews with teachers, department chairs, principals and staff developers, observations of hundreds of lessons, and a perusal of the social studies and broader, school change literature, dominant barriers to the promotion of thinking were identified. Six barriers emerged: instruction as knowledge transmission, a curriculum of coverage, teachers' low expectations of students, large numbers of students, lack of planning time, and a culture of teacher isolation. The way in which each barrier negatively impacts the promotion of students' higher order thinking is explained, combining analytic arguments with quantitative and qualitative research findings
Cognitively Guided Instruction · Critical thinking · Curriculum · Higher-Order Thinking · Mathematics education · Order (exchange · Pedagogy · Political science · Promotion (chess · Qualitative research · Social science · Social studies · Sociology · Teaching method · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments
Teacher Isolation
What to Teach and How to Teach It
An Approach to Designing Thoughtful Units
Developing Discussion Leaders Through Scaffolded Lesson-Study
Some Critical Thoughts about the Teaching of Critical Thinking
The implications of ideology on teachers’ beliefs regarding civic education
The quality of teacher feedback matters
In-Depth Study in an Issues-Oriented Social Studies Classroom
Social Studies and History
Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
Can Computer Mediated Communication Help to Prepare Global Teachers
Using Mentoring to Develop Professional Teaching Knowledge for Problem-based Historical Inquiry
Issues-Centered Instruction with Low Achieving High School Students
Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom
Authentic Pedagogy
Teaching for citizenship
Understanding Pedagogical Reasoning in History Teaching through the Case of Cultivating Historical Empathy
Teaching Who You Are
Organizational Features and Classroom Thoughtfulness in Secondary School Social Studies Departments
Toward an Aristocracy of Everyone
Ethical Reasoning of U.S. High School Seniors Exploring Just Versus Unjust Laws
Investigating teacher adoption of authentic pedagogy through lesson study
Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
Intensive Document-Based Instruction in a Social Studies Methods Course and Student Teachers' Attitudes and Practice in Subsequent Field Experiences
Using Technology-Enhanced Learning Environments to Support Problem-based Historical Inquiry in Secondary School Classrooms
Creating a Continuum
Toward a More Thoughtful Professional Education for Social Studies Teachers
Justice or Care? Ethical Reasoning of Preservice Social Studies Teachers
Student Engagement with Social Issues in a Multimedia-supported Learning Environment
Leadership Efforts That Facilitate Classroom Thoughtfulness in Social Studies
How Teachers Taught
Lessons from the Past
Reasons for the Limited Acceptance of the Problems Approach
A Case Study in Curriculum Innovation
Promoting Higher Order Thinking in Social Studies
Comparing Teachers' Thinking about Promoting Students' Thinking
Leadership Efforts That Facilitate Classroom Thoughtfulness in Social Studies
Education and thinking
Norms of Collegiality and Experimentation
The Persistence of the Recitation
From Utterance to Text
| Unique citing works | 31 |
|---|---|
| Citations per year | 0,89 |
| Citation span | 1991 - 2025 (35) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 31 |