The Impact of Minnesota's "Profile of Learning" on Teaching and Learning in English and Social Studies Classrooms

Creator

Patricia G. Avery
Richard Beach
Jodiann Coler

Files

Publisher

Arizona State University, University of South Florida

Publication Date

February 2003

Abstract

… In 2000-2001, we surveyed and interviewed selected secondary English and social studies teachers in the state about their perceptions of the Profile’s impact on teaching and learning. Among the positive perceptions was an increase in students’ higher order thinking, students’ understanding of criteria for quality work, and teachers conversations with one another about instructional issues. ...

Extent

37

Geographic Location

Minnesota

Volume

11

Issue

7

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Avery, P. G., Beach, R., & Coler, J. (2003, February 16). The impact of Minnesota's "Profile of Learning" on teaching and learning in English and social studies classrooms, Education Policy Analysis Archives, 11(7). Retrieved [Date] from http://epaa.asu.edu/epaa/v11n7/.

Identifier

E11-00305

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Avery, Patricia G.; Beach, Richard; and Coler, Jodiann, "The Impact of Minnesota's "Profile of Learning" on Teaching and Learning in English and Social Studies Classrooms" (2003). Education Policy Analysis Archives (EPAA). 446.
https://digitalcommons.usf.edu/usf_EPAA/446