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• W28319668 abstract "Abstract The author studied a public junior high school identified as successfully implementing authentic instruction. Such instruction emphasizes higher order thinking, deep knowledge, substantive conversation, and value beyond school. To determine in what ways higher order thinking was fostered both for students with and without disabilities, the author analyzed contextual factors, classroom observations, interviews, assessment tasks, and work samples from five inclusive English and science classrooms. Teachers consistently and systematically used higher order questions, metacognitive strategies, modeling, specific feedback, connections to prior learning, critical pedagogy, elaborated writing tasks, and assignments that connected to students' lives outside of school. Students with disabilities completed the same authentic tasks as their peers without disabilities but with somewhat lower scores. Contextual analysis suggested that the culture of respect throughout the school fostered higher order thinking, and likewise, the expectation for that kind of thinking fostered the culture of respect. The Partnership for 21st Century Skills (2009) has identified creativity, innovation, critical thinking, problem solving, communication, and collaboration as key skills needed for the 21st century. In contrast, No Child Left Behind's requirement that students, including those with disabilities, participate in high-stakes testing, has led to greater emphasis on basic skills, factual material, and formulaic writing (Costa & Kallick, 2004; Dede, 201 0; Fischer, Bol, & Pribesh, 2011; Kixmiller, 2004). This emphasis seems misguided, because research has demonstrated that students do better on high stakes tests when their teachers engage them in high quality intellectual work rather than emphasizing basic skills and broad coverage of material (e.g., Newman, King, & Carmichael, 2007; Wenglisky, 2004). Research findings suggest that higher order thinking skills can be nurtured in elementary and secondary students representing diverse racial and socio-economic backgrounds when schools practice authentic instruction (Newman, Bryk, & Nagaoka, 2001; Newman, Marks, & Gamoran, 1996). Authentic instruction refers to teaching that promotes constructing knowledge, disciplined inquiry, and assignments of immediate value beyond school (Newman et al., 1996). The approach seeks to academically challenge students and engage them in issues that have personal or social significance. Engaging students in high quality intellectual work has resulted in comparable positive outcomes for secondary students with and without disabilities (Morocco, Hindin, Mata-Aguilar, & Clark-Chiarelli, 2001; Phelps, 2005). In fact, King, Schroeder, and Chawszcaewski (2001) found that students with disabilities in grades 9-12 who were given challenging tasks performed better than students without disabilities at the same grade level who were given less challenging tasks. Nevertheless, many teachers reserve authentic instruction for higher-functioning students who are perceived to have a more solid knowledge base (Collins, Palincsar, & Magnusson, 2005), even though students with disabilities often have similar background knowledge (Palincsar, Magnusson, Collins, & Cutter, 2001). Background to the Study In the mid-1990s, Newman and his associates (Newman, Secada, & Wehlage, 1995) created standards for authentic instruction, assessment, and performance that examined higher-order thinking, substantive conversation, deep knowledge, and relevance to the outside world. They studied 24 elementary and secondary schools by evaluating instruction and student work, the relationship between instruction and student performance, and access to such instruction for diverse groups of students (Newman, Marks & Gamoran, 1 996). Where authentic instruction was identified, the average student performance improved from the 30th to the 60th percentile. …" @default.
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• W28319668 title "Authentic Instruction for 21st Century Learning: Higher Order Thinking in an Inclusive School" @default.
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