Literaturnachweis - Detailanzeige
| Autor/inn/en | Melancon, Burton; Shaughnessy, Michael; Acheson-Brown, Dan; Gaedke, Bill; Moore, Jack |
|---|---|
| Titel | Critical Thinking Skills: Levels of Preservice Elementary, Secondary, and Special Education Students. |
| Quelle | (1997), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Critical Thinking; Elementary Secondary Education; Higher Education; Longitudinal Studies; Preservice Teacher Education; Productive Thinking; Teacher Education Curriculum; Teaching Skills; Thinking Skills; Cornell Critical Thinking Test |
| Abstract | This paper presents the preliminary results of a longitudinal study to assess the development of critical thinking as preservice teachers progress through their educational program. Students will be assessed during their final year in the program to help give an overview of the growth of their critical thinking skills. The Cornell Critical Thinking Test (Level Z) was administered to students in elementary (n=44), secondary (n=20), political science (n=24), psychology (n=19), and a combined group of early childhood, bilingual, and special education students (n=11). Those enrolled in the student teacher program will be assessed again to evaluate their growth in thinking skills. The means and standard deviations for the groups are presented in tables, with means similar across the groups. Study results indicated that few teachers, programs, and institutions actively integrate, assess, teach, and evaluate critical thinking across the curriculum. Further, while teachers are expected to teach critical thinking skills, teachers are rarely taught specifically how to teach these skills. (ND) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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