Research - Case Studies
St Robert of Newminster Catholic School
and Sixth Form College
United Kingdom

Thinking Maps and School Effectiveness
A Study of a UK Comprehensive School

Teacher Perceptions of Thinking Maps^®
Six months after implementation, staff completed a questionnaire designed to evaluate the impact of Thinking Maps^® at instructional and management levels and results were collated (see Appendix 7 and 8).

Six months after implementation, staff completed a questionnaire designed to evaluate the impact of Thinking Maps^® at instructional and management levels and results were collated (see Appendix 7 and 8).

An encouraging statistic is that 74% of staff believe that the maps have resulted somewhat in improved student outcomes with a further 3% stating that outcomes have extensively improved.

Furthermore, 92% of staff state that the implementation of the maps has helped to a degree to develop a common thinking language in their classroom.

In terms of improving teacher effectiveness, results demonstrate that 72% of staff use the maps as part of their decision making/leadership practice either sometimes or often (see Appendix 9).

67% of staff believe that the maps have resulted somewhat in improved teacher performance with a further 8% stating that this improvement is extensive additionally; staff were given the opportunity to comment on examples of map use within their own classrooms. Responses were mostly positive and are recorded below: