Date of Award
Spring 5-2013
Degree Type
Thesis
Degree Name
M.A.
Degree Program
Sociology
Department
Sociology
Major Professor
Baxter, Vern
Second Advisor
Compton, D'Lane
Third Advisor
Gill, Ivan
Abstract
Since the passage of No Child Left Behind, the output of education has been measured through student achievement on standardized tests. School ratings, student graduation, teacher jobs and school charters are all tied to these tests. This study analyzes the extent to which math and science public high school teachers in New Orleans focus on critical thinking and creativity, skills needed to be successful in the future. Through a framework of Richard Paul’s model of critical thinking and Theresa Amabile’s social psychology of creativity, this study evaluates support for critical thinking and creativity through classroom observations, analysis of instructional materials and teacher interviews. Findings indicate that teachers at academically selective schools are more likely to support critical thinking and creativity in their classrooms than teachers at open enrollment schools. Classroom tests of participating teachers mainly focus on assessing basic knowledge and skills, not critical thinking and creativity.
Recommended Citation
Carroll, Jamie M., "The Brutal Reality of Bringing Kids up to Level: Are Critical Thinking and Creativity Lost in the World of Standardized Testing?" (2013). University of New Orleans Theses and Dissertations. 1616.
https://scholarworks.uno.edu/td/1616
Included in
Educational Sociology Commons, Social Psychology and Interaction Commons, Work, Economy and Organizations Commons
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.