Search results for: Thinking skills
Page 3/4 37 items
Learning How to Respond to Current Events: Partner Journals between U. S. Preservice Teachers and Children
This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity which the authors call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education.
Updated: Aug. 03, 2010
A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.
Updated: Jun. 29, 2010
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
The purpose of this study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. The study implemented an intervention program to advance moral reasoning in undergraduate elementary and secondary education students. Results indicate that direct instruction in moral development theory and dilemma discussion advanced students’ moral reasoning scores. These results are preliminary and provide only partial information. To address this limitation, suggestions for future research are provided.
Updated: May. 25, 2010
In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This article describes the extent to which higher-order thinking skills and levels of technology implementation occur in the WebQuests that participants designed. The authors also discuss implications related to the findings and ways to support teachers’ integration of technology.
Updated: Jan. 12, 2010
In this article, the authors focus on three classrooms and the ways the teachers asked questions to help students make public and extend their mathematical thinking. The authors detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. This study shows that teachers’ questions can position the student thinking in relation to the mathematics in ways that support student understanding.
Updated: Nov. 04, 2009
In this article, the authors were interested to examine the assertion that testing students on higher order thinking skills may reinforce these skills among them. Therefore, they developed a graduate course for inservice science teachers which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The study examined the learning processes and outcomes of 51 graduate students.
Updated: Nov. 03, 2009
Prospective Middle School Mathematics Teachers’ Reflective Thinking Skills: Descriptions of Their Students’ Thinking and Interpretations of Their Teaching
In this study, the authors examined prospective middle school mathematics teachers’ reflective thinking skills. The authors' goal was to identify variations among prospective teachers’ descriptions of students’ thinking and frequency of their interpretations about how teaching affected their students’ learning. 33 participants responded to open-ended questionnaires or interviews that elicited reflections on their own teaching practice.
Updated: Jun. 15, 2009
This article examines 21st century skills, nonlinear thinking skills, and the need for student reflection serve as an essential foundation for digital-age teaching of today’s hypertext learners. The authors discuss why preservice teachers need to use multimedia technologies within the context of students’ familiar, technology-rich living spaces to develop their own teaching skills and the technology skills of their students.
Updated: May. 04, 2009
The authors contribute to the empirical and theoretical arguments challenging stage theories of teacher development. The authors challenge those views with evidence of novices attending to students’ thinking early in their teaching. The authors also offer framing as an alternative perspective on whether and how teachers attend to student thinking.
Updated: Mar. 26, 2009
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis
Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. The data suggest a generally positive effect of instruction on students' CT skills.
Updated: Mar. 05, 2009