2007/05/01 by Tracy Wilson Smith, Tracy W. Smith, Susan A. Colby +1
Social Sciences · #Evaluation of Teaching Practices #Online and Blended Learning #Teacher Education and Leadership Studies
paper · doi:10.3200/tchs.80.5.205-210
crossref issued 2007/05/01 · crossref published 2007/05/01 · crossref published-print 2007/05/01 · openalex publication_date 2007/05/01 · crossref created 2008/02/07 · crossref published-online 2010/08/07 · crossref deposited 2016/12/18 · openalex created_date 2025/10/10 · crossref indexed 2026/07/25 · openalex updated_date 2026/07/29
The authors have been engaged in research focused on students' depth of learning as well as teachers' efforts to foster deep learning. Findings from a study examining the teaching practices and student learning outcomes of sixtyfour teachers in seventeen different states (Smith et al. 2005) indicated that most of the learning in these classrooms was characterized by reproduction, categorizing of information, or replication of a simple procedure. In addition to these and other findings, in this article, the authors provide a definition of surface and deep learning and describe the structure of the observed learning outcome taxonomy, which was used to evaluate depth of learning. The authors also provide implications for practitioners interested in fostering deep student learning.