STYLES OF THINKING IN THE SCHOOL

Educators know that variables beyond abilities affect students’ performance in school and their interactions with their teachers. Thinking styles are such a variable. Thinking styles are preferred ways of thinking. They are not abilities but rather preferred ways of expressing these abilities. Both students and teachers vary in thinking styles, and in systematic ways. For example, teachers tend to match the stylistic pattern of the school, and students to match the stylistic pattern of their teachers. Teachers tend to overestimate the extent to which their students match their own styles, and also evaluate more favorably students whose styles match their own. Thus, teachers are more likely to identify as “gifted” not only high ability students, but those who match them stylistically.

     

The Relation between Critical Thinking Abilities and Student Study Strategies

This paper describes an investigation of the relationship between students' critical thinking abilities and their study strategies. The 54 students involved in the investigation were first year engineering students at a university in New South Wales who had completed their Higher School Certificate in 1991. Their critical thinking abilities were assessed with the Cornell Critical Thinking Test Level X and information about their study strategies was obtained from their responses to the General Study Processes Survey, a 21 item Likert scale questionnaire which is a component of Biggs' Study Processes Questionnaire. The survey of study processes provided information about students' study strategies on three dimensions: surface study strategy, deep study strategy and achieving study strategy. The achieving dimension was the only study strategy which correlated significantly with scores on the test of critical thinking. There was a negative correlation between this dimension and critical thinking ability. The implications of the results of this study for promoting the development of critical thinking abilities are discussed.     

The constructivist classroom learning environment and its associations with critical thinking ability of secondary school students in Liberal Studies

In this study, we investigated-secondary school students’ perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by completing a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. Students perceived their learning environment to be moderately constructivist in nature. Both age and school banding differences were identified in that younger students and students in band 1 schools tended to perceive a higher degree of constructivist characteristics in their learning environment. Multiple regression analyses indicated that three of the five scales of CLES were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability, while Personal Relevance and Critical Voice were positively related to critical thinking ability. Findings of the study are discussed with reference to developing students’ critical thinking ability in Liberal Studies classrooms.     

The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students

It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group.     

Do age and gender make a difference in the relationship between intellectual styles and abilities?

This article reports two studies that aim at further distinguishing intellectual styles from abilities by taking into account the confounding effects of age and gender on the relationship between these two constructs. Two independent groups of secondary school students responded to the Thinking Styles Inventory-Revised and took the Sternberg Triarchic Abilities Test (Level H). Both sets of results suggested that although statistically significant relationships could be identified between thinking styles and abilities, when age and gender were put under control, styles and abilities became fundamentally independent. Implications of this finding for students and teachers are discussed.     

Writing for Change: Developing Class One textbooks and readers in Andhra Pradesh,Southern India

Ongoing work in Andhra Pradesh Primary Education Project (APPEP) (Southern India) has resulted in the production of a new Class 1 textbook, teacher textbook and eight supplementary readers. These important and innovative new classroom materials have been produced as a result of training and workshops involving resource persons from the Telugu Academy, Telugu University, State Centre for Educational Research and Training and lecturers in District Institutes of Education and Training. Additionally, for the first time, primary school teachers were co‐opted on an equal basis to work on the materials.

The textbook, which constitutes the only learning material in Class One, is designed to teach children to read and write in Telugu. Previous research showed that children at the end of Class 2 were mostly unable to identify letters or words out of the context and order in which they appeared in the textbook. The current state textbook was basically a writing primer, teaching writing in alphabetic order with reading rarely going beyond single words or sentences.

The new textbook incorporates the necessary ‘reading context’ using rhymes, short stories and dialogue to encourage shared reading with the teacher before individual letters are learned. The order of introduction of the letters for writing has been based on research showing generalisable shapes in letters; alphabetic order is learned as a separate item. The pictures in the book were designed to promote discussion and develop prediction and an understanding of story structure. The content was matched to the child's developmental and psychological needs.

The teacher textbook incorporates ideas for extending learning into activities and exercises and consists of the children's textbook interleaved with teacher guidance. The evaluation shows that this teacher guidance has been used and valued by the teachers.

The eight supplementary readers are at four levels. Level One is for shared reading with the teacher and includes folk stories, songs and a story about a family. Level Two are picture books with simple captions and sentences using only the letters and words already learned by the child. Level Three progresses to more extensive stories including some information based stories. Level Four revisits Level One for independent reading of the same books.

The books have been trialled in 50 sample schools matched on a number of variables to 50 control schools. A pre‐reading test was administered to all children and a post‐reading test measured learning gains. Case studies of the books in use in classrooms were also undertaken. The evaluation to date shows significant learning gains amongst the children in the sample schools, a high degree of teacher satisfaction and interest and approval from parents and children. A resource team including teachers has been trained for further renewal of textbooks throughout the primary years.

This work has been funded by the Overseas Development Administration and they will fund the provision of eight supplementary readers in all Class One in schools throughout the state in 1996. After revision the textbook will be implemented by the Government of Andhra Pradesh.     

An Experimental Study of the Effect on High School Sophomores of Teaching English with Emphasis on Guidance

Principal components factor analysis and Kaiser Varimax rotation was conducted on a correlation matrix of twenty-two subtests of a scholastic achievement test, a scholastic aptitude test, two critical thinking tests, a logical reasoning test, and a problem solving test. The subjects were “disadvantaged” Negroes, “disadvantaged” integrated Negroes and whites, and “non-disadvantaged” whites. Four factors were rotated. The largest rotated factor accounting for 50 percent of the variance was a scholastic achievement test and aptitude test factor. The second factor accounting for 21 percent of the variance was a Watson-Glaser Critical Thinking Appraisal factor. The third factor accounting for 20 percent of the variance was primarily a Cornell Critical Thinking Test factor.     

La formation des enseignants au Portugal

The author analyses the current situation of teacher education in Portugal. The structure of the education system is described, as is the training of teachers for the compulsory secondary cycle, special education, technical and vocational education and Higher education. The author then goes on to recall the changes which took place during the 70s and the context of discussion and reform of that time.

Changes in the school population have brought about an imbalance between pupil numbers and the availability of properly trained teachers. Untrained teachers have been recruited on a massive scale. Special measures have had to be taken in respect of teacher education, particularly for Secondary level. The article focuses on a recent and innovatory change model originally based on an inservice training model.

Despite current developments, it is the view of the author that a great deal remains to be done.     

Developing critical thinking skills in computer-aided extended reading classes

One of the skills that can be taught in an English proficiency class that adopts literary texts for teaching the language is critical thinking. The background, characters and their motives are among those that invite critical inquiry and interpretation. Although it has been claimed that discussing literary texts in the traditional way can help develop students’ critical thinking skills, it is yet to be proved whether the use of a teaching aid can help the process. This study is, therefore, carried out to see if the use of computer software can help to develop such skills. It specifically looks at the potential of a literary text, Othello, and a concordancer in developing and enhancing critical thinking abilities of 40 English as a Second Language (ESL) students at the International Islamic University Malaysia. An experimental study was carried out, where an experimental group was exposed to text analysis using a concordancer whilst the control group analysed the text manually. The Cornell Critical Thinking Test was used to analyse the critical thinking ability of the students. The experimental group outperformed the control group in all the subscales measured, but the percentage of variance in the scores was low.     

Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve

To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.     

Traversing the context of professional learning communities: development and implementation of Technological Pedagogical Content Knowledge of a primary science teacher

Background: Professional learning communities are increasingly recognized for their significance in building teachers’ competencies for educational reform. However, the knowledge development cycle of technological pedagogical content knowledge (TPACK) through multiple professional learning communities is not well researched.

Purpose: This qualitative case study investigates a primary science teacher’s TPACK development in the context of two interdependent learning spaces: a joint-school and a within-school professional learning community. The school’s organizational and sociocultural influences on teacher learning are also examined.

Participant: Teacher Sean (pseudonym) embarked on a science innovation project after two years of teaching in a Singapore mainstream school. He was tasked to integrate mobile-based inquiry learning and visible thinking pedagogical approaches, and to pilot the designed lessons for a primary three class.

Design and methods: A case-study approach involving multiple sources of data with cultural historical activity theory as the analytical lens was employed, to unpack the complementary and contradictory interactions across different interrelated activity systems. The purpose was to understand the (mis)alignments within and between the two professional learning communities.

Results: The findings indicate that Sean’s (subject) learning from the joint-school professional learning community to the within-school professional learning community faced multiple tensions that hindered his TPACK development (object). He faced difficulty in manipulating tools (technology and visible thinking routines) to translate the joint-school co-designed lessons into classroom implementation. Additionally, the volatility of the school’s organizational routines (rules) and the lack of communicative leader–teacher partnership (division of labor) did not afford sufficient infrastructure or instructional support.

Conclusions: Interactions between the teacher’s personal and contextual factors inhibited the designed TPACK from being implemented successfully. For ambitious pedagogical undertakings as illustrated in this case, more perceptive and synergistic organizational design thinking is needed to support beginning teachers’ TPACK development.     

Relationship of creativity and critical thinking to pattern recognition among Singapore private school students

Abstract

Cognitive pattern recognition is known to be an important skill for academic subjects such as mathematics, science, languages, or even humanities. In this study, we investigate the relationships between creativity, critical thinking, and pattern recognition among 203 private school students in Singapore. The instruments used include a creativity test (modified Creativity Selected Elements Questionnaire), a Critical Thinking Test (modified Cornell Critical Thinking), and a pattern recognition test. The main data analysis is done using the SMART-PLS structural equation modeling software. The results of the study reveal that creativity is a weak predictor of pattern recognition (β?=?0.131, p?>?0.05, f² = 0.024) but critical thinking is a good predictor (β?=?0.517, p?<?0.05, f² = 0.374). An implication of the research outcome is that more training on critical thinking should be given to the students to improve their pattern recognition ability.     

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.     

The Goals of Enhancing National and International Cultures. Challenges to Teacher Education?

Can teacher education promote cultural understanding? In the Norwegian context, culture is discussed as a tool to promote change: a crucial theme for teacher educators as a basis for their double role as bearers and communicators of a culture. Among actions undertaken to promote understanding, there are possibilities for cultural exchange in teacher education. A comparative study on INSET in the technical and vocational area in 11 European countries exemplifies a learning process where the individual cultural background had to face interesting challenges to all the participants. Among the proposals: ‘Introduction to cultural knowledge’ as a specific subject matter; reinforcement of foreign language learning and a deeper knowledge in history; research on teacher education as a cultural element; development of competencies among teacher educators to promote knowledge about culture at a national and at an international level; a network of persons and institutions promoting and enhancing the cultural qualifications among teachers and teacher educators.     

Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK.

Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.

Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.

Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.

Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.

Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.     

The Contribution of Educational Sciences to Primary Teacher Training in Greece

In view of the elevation of the primary teachers’ training in Greece to a university level, this paper reports on one aspect of those teachers’ training in the existing primary teachers training institutions, that of the curriculum structure.

The effectiveness of their training was investigated by means of a questionnaire, answered by a sample of 324 experienced primary teachers.

According to the results, the Greek primary teachers seriously question the structure and content of the curriculum in the primary teachers training institutions (the Pedagogical Academies), since it contributes to the training of a type of teacher whom neither they want nor the society needs. For an improved and more effective primary teachers’ training scheme they proposed the focusing of the curriculum on the educational sciences.     

Imagining inclusive teachers: contesting policy assumptions in relation to the development of inclusive practice in schools

In this article we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these projects. The examples discussed in this article draw on experience in Lao People’s Democratic Republic (PDR) and Bangladesh, critically exploring teachers’ roles, position and agency in practice. Similarities and differences rooted in cultural, political and institutional contexts highlight in a productive way the significance and potential dangers of policy assumptions about teachers within the process of development.

From Bangladesh, a success story is presented: the case of a group of primary and junior high schools with formal and non-formal characteristics facilitate the inclusion of young people who were previously outside the education system. In these schools, the institutional context for learning appears to sustain teachers’ commitment and motivation. These data suggest the importance of the institutional context to teachers’ practices, and raise questions about approaches to teacher development which omit consideration of that context by, for example, focusing inadvertently on features of individual teachers.

We then consider teachers’ responses to the movement for inclusive education in a primary school in the Lao PDR since 2004. Inclusion here was understood to require a significant shift in teacher identity and a movement away from authoritative pedagogy towards the facilitation of a pedagogy which aimed to encourage the active participation of all students. Through a longitudinal study of teachers in one school, the conditions for such change were identified and again cast doubt on some of the assumptions behind large-scale attempts at teacher development. Reflecting on these experiences and the evidence they provide, we suggest that teacher development programmes are more likely to be effective where teachers are considered not as individuals subject to training but as agents located in an influential institutional context.     

思辨能力培养与英语写作创新教学模式

英语专业学生的"思辨缺席症"的原因主要体现在学习目标不清、教学方法的误导和知识面狭窄等方面,思辨能力的培养能有效改善英语专业学生的"思辨缺席症"。从设置真实写作任务、注重同伴反馈与讨论和建立写作手册等方面阐述如何培养学生的思辨能力。培养学生的分析能力、思辨能力和解决问题的能力,从而提高英语写作水平。