Critical Thinking Ability and Teacher Effectiveness

Hager, Paul; Kaye, Michael

doi:10.1080/0729436910100205

Cited by 10 publications

(6 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Paul et al (1997) also noted that teacher preparation was crucial in the teaching of critical thinking. Hager and Kaye (2006) also stated that being an effective critical thinker makes a major contribution to being an effective teacher. In the Cornell Critical Thinking Test Level X, four crucial abilities are tested.…”

Section: Literature Reviewmentioning

confidence: 99%

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

313

235

View full text Add to dashboard Cite

Abstract. Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the 'PUSCU Model'. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor's use of the developed learning materials.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

313

235

View full text Add to dashboard Cite

show abstract

“…La investigación sobre la eficacia de la instrucción de PC se ha centrado en ciertas estrategias didácticas (Hage & Kaye, 1991;Tiruneh et al, 2014) señalando necesidades docentes para desarrollar el PC en el aula. Entre estas necesidades identificadas se encuentran: (a) formación específica del profesorado sobre cómo promover e implementar eficazmente el PC en el aula (Dominguez, 2018b;Petek & Bedir, 2018), y (b) un marco para su enseñanza, ya que se entiende que esto ayudaría a los docentes a implementarlo en el aula (Fahim & Eslamdoost, 2014).…”

Section: Tutoríaunclassified

Enseñanza del pensamiento crítico entendida por un grupo de formadores de maestros/as

Bargiela¹,

Anaya²,

Mauriz³

2022

revHUMAN

View full text Add to dashboard Cite

El pensamiento crítico es uno de los objetivos generales de la educación, pero poco se conoce acerca de cómo se puede trasladar al aula. Este estudio explora la conceptualización de pensamiento crítico de los formadores/as de maestros/as y los ambientes de aprendizaje que diseñados para promoverlo. Se analizaron cinco entrevistas semiestructuradas a formadores/as de maestros/as mediante análisis de contenido. Los resultados mostraron que el pensamiento crítico se aborda implícitamente fomentando un aprendizaje activo contextualizado en problemas de la vida real. Este estudio revela algunos desafíos relacionados con el diseño de ambientes de aprendizaje y procedimientos de evaluación.

show abstract

“…Thus, the adopted policy tacitly prohibits teachers from making room for open discussions. It is obvious, however, that the more restriction set on the teachers, the less effective thinkers they become which in turn gives rise to their inefficiency (Hager & Kaye, 1991).…”

Section: According To Participant 17mentioning

confidence: 99%

Investigating Students’ Philosophic-Mindedness through Their Producing Philosophical Questions: Hindering and Facilitating Factors

Shahini

Nouri²

2019

IJES

View full text Add to dashboard Cite

Given the crucial role philosophical thinking can serve in enhancing the cultivation of mind, it seems urgent that prior to nurturing such thinking its status be investigated within individuals in various educational contexts. Moreover, since philosophy is characteristically a question-raising discipline, one way one’s philosophic-mindedness can be investigated is to see if s/he is capable to cast a philosophical look at a text and in turn pose philosophical questions on it. Hence, the present paper aims at a) exploring the participants’ ability in making philosophical questions and b) finding out factors leading to producing and not-producing such questions. To this end, through accessible sampling, a group of 50 BA sophomore and junior students in an EFL context attended this study. The participants were asked to read two simple short passages and make any type of question(s) (text-based, beyond the text, etc.) that would occur to their mind in essay-type format. Then, using purposeful sampling, 17 out of 50 were selected for an open interview. Based on Cam’s (2006) question framework, the findings revealed that the majority of the participants were not able to produce philosophical questions and the factors leading to generating non-philosophical questions were memorization-based system, teacher-centered curriculum, non-liberal atmosphere of classes, unsuitable family environment, weak performance of mass media, irrational social customs, etc. On the contrary, the factors giving rise to producing philosophical questions were innate disposition towards thinking, introversion, appropriate family environment, proper nurturing conditions, adequate method of teaching, etc. Furthermore, the technique of question-making and question-analysis together with a question framework are introduced to be employed for realizing philosophic-mindedness. Finally, Philosophy-based Language Teaching is suggested as an approach for removing the obstacles to philosophical thinking.

show abstract

Critical Thinking Ability and Teacher Effectiveness

Cited by 10 publications

References 9 publications

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Enseñanza del pensamiento crítico entendida por un grupo de formadores de maestros/as

Investigating Students’ Philosophic-Mindedness through Their Producing Philosophical Questions: Hindering and Facilitating Factors

Contact Info

Product

Resources

About