Higher Order Instructional Goals in Secondary Schools: Class,Teacher,and School Influences

Abstract

We consider three explanations for variation in emphasis on teaching for higher order thinking in U.S. secondary classrooms: (a) current conceptions of learning encourage pursuit of higher order objectives primarily for high-track students in advanced courses; (b) many teachers lack adequate preparation to teach for higher order thinking; and (c) organizational norms discourage pursuit of higher order objectives. We asked secondary teachers in 16 schools to identify their instructional goals for each of their classes and constructed scales to capture higher order emphasis in math, science, social studies, and English. A three-level hierarchical regression analysis revealed powerful effects of track on higher order objectives in all disciplines, especially math and science. Effects of teacher preparation and organizational norms were manifest in English and social studies, but not in math or science. Differentiation of instructional objectives based on academic track is apparently deeply institutionalized, particularly in math and science.