A study op inseryice educ a hon and classroom practices un azerbaijan: into
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N" is number of classrooms in which clement was observed at level indicated
An analysis of the same data categorized by school yielded interesting results not apparent in the other analyses. Median ratings in most schools on each element generally ranged from 1.0 to 1.5 on a scale from one (low) to three (high), again with isolated instances of higher ratings for individual teachers (sec fable 4). But median ratings for the European Lyceum ranged from I. I to 2,S. with most between 1.7 and 1.9. This school is well known for its progressive approach to instruction, and personal observations by the investigator corroborated diese results. Manv teachers there were beginning to use higher order questions, to accept alternate answers, and to provide additional data sources. Teachers at several schools were providing writing assignments that emerged from critical thinking activities: schools #133, ;I00. ;l(>4. and "244 were especially notable: Table 4 Classroom Observations Categorized by School Element Rubric kul I Rubric lv%el 2 Rubric level 3 Median Cognitive level of questions Asks mainly recall and memory type questions, with focus on recitation and correctness. Beginning to intersperse comprehension level questions in most lessons; Regularly formulates questions at all levels of Bloom s taxonomy (most are open-ended and higher order. School School ••s School ••IS School -727 10 15 25 o 0 i.: I. School School School School School School "34 £46' i >? ■460 H>4 244 9 14 0 IS 0 0 0 I 10 mop. Lyceum Garachtichur Math I'iivsics Republic Art Managing pupil responses ■ 4 - 14 II 9 Requires recitation of correct answer. Accepts alternate answers with evidence., encourages and values creative thinking. I. Accepts widely divergent answers and both correct and incorrect answers.
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