University Supervisors’ Creative Ability and Their Appraisal of Student Teachers’ Classroom Performance: An Exploratory Study

Abstract

Through a content analysis of university supervisors’ written reports of observations of student teachers’ classroom performance, twenty-three categories of statements made by university supervisors about student teachers and their teaching performance were identified. Scores on the Remote Associates Test and the Torrance Tests of Creative Thinking were correlated with relative frequency of use of the content categories. Correlations supported the hypotheses that more creative supervisors will be aware of a greater number of factors in a student teacher’s performance, will tend to use broad general factors in assessing a student teacher’s performance rather than specific, detailed ones, and will be more sensitive to factors involving teacher-pupil relationships than will their less creative colleagues.     

对西安市城镇高中生批判性思维的初步调查

This paper reports the development of critical thinking of urban high school students in the Chinese city of Xi’an. It presents the assessment of the students’ two components of critical thinking: dispositions towards critical thinking and critical thinking skills, using the California Critical Thinking Disposition Inventory and the California Critical Thinking Skills Test. Results show that the students’ dispositions toward critical thinking are at an average level while their critical thinking skills are very low. This research also shows that there is no significant difference between students from science classes and arts classes in their critical thinking dispositions while science students have a higher level of critical thinking skills. Students from advanced classes have a higher level of the two components of critical thinking than their counterparts from general classes. There are no differences between male students and female students in both components.      

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.     

Writing at university: are we on the same page? / Escribir en la universidad: ¿nos entendemos?

Abstract

This study seeks to analyse the characteristics and functions that students and faculty attribute to written genres in Spanish universities, to what extent these representations are shared by both groups, and how they contribute to the construction of disciplinary knowledge in Spanish higher education. Accordingly, we classified students’ and teachers’ responses into 12 genre families grouped into five functions: Disciplinary Knowledge (DK), Critical Analysis (AC), Personal Reflection (PR), Research (R) and Professional Practice (PP). In terms of functions, demonstration of disciplinary knowledge appeared as the most frequently mentioned goal for both groups, whereas the genres targeted at research were the least frequent ones, along with the genres used for personal reflection. The most common genre family for both groups was Explanation, which was linked to demonstration of knowledge acquired in the discipline.     

The Development of the Motivation for Critical Reasoning in Online Discussions Inventory (MCRODI)

Abstract

This study was conducted to develop an inventory that measures students' motivation to engage in critical reasoning in online discussions. Inventory items were developed based on theoretical frameworks and then tested on 168 participants. Using exploratory factor analysis, test–retest reliability, and internal consistency, twenty-two items were selected for the Motivation for Critical Reasoning in Online Discussions Inventory. Six motivational constructs were supported: Interest and Enjoyment, Normative Goals, Outcome Goals, Implicit Theories, Self-Efficacy Perception, and Finishing Requirements. The inventory can be used by other researchers or online instructors to collect students' motivational data to investigate strategies to promote student motivation in online discussions.     

Predicting Academic Success in Master’s Degree Programs in Education

Abstract

This study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.

The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight.     

Examining the Impact of Interdisciplinary Programs on Student Learning

We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs.     

Consequences of Project Organisation in Graduate Education

It is a common assumption that disciplinary differences in the organisation of research and knowledge structure have implications for graduate students' learning processes. The present study indicates, however, that even though the inclusion of master's degree students in faculty member's research projects are much more common in the natural sciences than in the humanities and the social sciences, such projects improve quality and effectiveness of graduate education in all fields of learning. Disciplinary differences imply, nevertheless, that projects should be organised differently. Graduate education in the humanities and the social sciences should be organised as research seminars and umbrella projects of individual student theses to a greater extent, rather than trying to apply a research organisation model developed in laboratory fields.     

Comparison of standardized assessment methods: logistics,costs, incentives and use of data

Critical thinking, problem solving and communication are fundamental elements of undergraduate education, but methods for assessing these skills across an institution are susceptible to logistical, motivational and financial issues. Queen’s University conducted two research studies investigating the use of standardised tests to assess cognitive skill development across the institution. Synthesis of results from implementing the Collegiate Learning Assessment (CLA+), the Critical Thinking Assessment Test (CAT), and the HEIghten^TM test found that student test effort was a significant factor, and effort level correlated with performance at r?=?.33. Test incentives were also a significant factor; effort levels for the $25 financial incentive group were one standard deviation higher than effort for the in-class test group. A dedicated computer lab was the preferred option for computer-based testing. A paper-based test was found to be much simpler to administer, but test results were not available for a long time, therefore limiting the usefulness of data. The true cost of tests was greater than the price of the instrument; recruitment, training, proctoring and marking costs need to be included in the calculation. Generally speaking, alignment of test objectives with student or course objectives, and timeliness of data, were key for participation and motivation.     

“双一流”建设高校大学生批判性思维能力评价的实证研究

批判性思维培养对大学生的创新精神和创造力发展具有十分重要的作用,而对批判性思维能力的评价是培养过程中的一个重要环节。通过采用"加利福尼亚批判性思维倾向测量表"和"加利福尼亚批判性思维技能测试"对一所"双一流"建设高校不同年级学生进行批判性思维能力的调查评价,发现学生广泛具有良好甚至较强的批判性思维技能,但有超过26%的受调查学生不具备批判性思维倾向或气质。因此,建设"双一流"高校在培养大学生批判性思维能力,尤其是批判性思维倾向方面还有较大的提升空间。据此提出培养大学生批判性思维能力的策略和建议。     

Critical Thinking Ability and Teacher Effectiveness

Research on teacher thinking in the last fifteen years supports the hypothesis that being an effective critical thinker (as defined by Ennis) would make a major contribution to being an effective teacher. Ennis’ conception of critical thinking incorporates various dispositions and abilities, while his Cornell Critical Thinking Test Level X provides a measure of four crucial abilites. The teacher thinking research suggests that each of these four abilities is central to effective teaching. The four abilities are: (1) inductive thinking; (2) judging credibility of observation reports; (3) deductive thinking; and (4) assumption identification. Research findings about teacher thinking fall into three main categories: (a) implicit theories; (b) planning and reflection; and (c) dilemmas and uncertainty.

The first half of the paper shows how a teacher's performance and capacity to deal effectively with (a)‐(c) depend significantly on using the abilities (1)‐(4). If this is so then highly effective teachers should score significantly better on Ennis’ Cornell Critical Thinking Test (Level X) than do teachers as a whole. Hence scores on this test for a large sample of vocational teachers were compared with the scores of vocational teachers whose teaching performance has been judged as excellent by their teacher educators. The second half of the paper reports and discusses the results of testing the hypothesis and the implications for teacher education.     

Dispositions Toward Critical Thinking: The preservice teacher's perspective

This study examines the critical thinking (CT) dispositions of 202 preservice physical education students in the US. All were juniors or seniors and enrolled in physical education secondary teaching methods classes. Results provided evidence of a positive inclination toward CT on six of seven subscales and the total score of the California Critical Thinking Dispositions Inventory (CCTDI). When compared with other university populations, the preservice physical education sample generated higher scores than community college students, but were generally outscored by students from a private 4-year university cohort. Knowledge of the CCTDI data can be used to assist physical education teacher educators as they prepare teachers capable of fostering CT in their students.     

The Educational Significance of Mental Tests

Abstract

The purpose of this study was to investigate the effectiveness of a training program in creative thinking and problem solving on children from varying racial backgrounds and social-class levels. The Ss were 218 fifth and sixth grade students. All Ss were administered the Torrance Tests of Creative Thinking, Form A. The experimental Ss participated in the eight-week Productive Thinking Program and the control Ss in the Gates-Peardon Reading Exercises. At the completion of the Program, all Ss were administered the Torrance Tests of Creative Thinking, Form B. The results indicate that participation in the Productive Thinking Program enabled the students to improve their creative thinking and problem-solving abilities. Neither race nor social-class level affected the child's ability to increase these skills.     

A Study of Supervised and Nonsupervised Programed Instruction in the University Setting

Abstract

Thin study examined the effects of Interaction with “warm” teachers or “friendly” peer leaders on the scholastic achievement and conformance of underachievers. One experimental group of 28 seventh, ninth and tenth grade underachievers was assigned to “warm” teachers for nine months; each member of a second group of 31 underachievers was paired with a friendly peer leader for four months. Following treatment periods, experimental and control groups were compared on achievement and conformance variables. Significant differences were noted In teachers’ grades, tardinesses and severity of disciplinary offenses for the peer leader treatment and In frequency and severity of disciplinary offenses for the “warm” teacher condition.     

A validation study of the thinking styles inventory: Implications for gifted education

This study examined internal and external validity of the Thinking Styles Inventory (TSI) developed by Sternberg and Wagner (1991) within the framework of Sternberg's (1988) theory of mental self‐government. Participants were 96 adolescent students who were in a summer residential program at the time of testing. The results provide evidence of the external discriminant validity, but only lend partial support to the internal validity of the instrument, suggesting the need to theoretically clarify the relationships between and among posited thinking styles as well as empirically test the validity of these thinking styles measures. Implications of thinking styles for gifted education are discussed.     

Using higher order thinking questions to foster critical thinking: a classroom study

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.     

The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and inter-rater reliability of a scoring mechanism for critical thinking performance assessments

The purpose of this study was to investigate the intra-rater and inter-rater reliability of the Critical Thinking Analytic Rubric (CTAR). The CTAR is composed of 6 rubric categories: interpretation, analysis, evaluation, inference, explanation, and disposition. To investigate inter-rater reliability, two trained raters scored four sets of performance-based student work samples derived from a pilot study and subsequent larger study. The two raters also blindly scored a subset of student work samples a second time to investigate intra-rater reliability. Participants in this study were high school seniors enrolled in a college preparation course. Both raters showed acceptable levels of intra-rater reliability (α ≥ 0.70) in five of the six rubric categories. One rater showed poor consistency (α = 0.56) for the analysis category of the rubric, while the other rater showed excellent consistency (α = 0.91) for the same category suggesting the need for further training of the former rater. The results of the inter-rater reliability investigation demonstrate acceptable levels of consistency (α ≥ 0.70) in all rubric categories. This investigation demonstrated that the CTAR can be used by raters to score student work samples in a consistent manner.     

Help-seeking behaviour of student teachers

Background

Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help. Traditional support mechanisms for student teachers, such as cooperating teachers and university supervising teachers, often fail to provide the needed help. Analysing student teachers' help-seeking behaviour provides an avenue to explore the support they received.

Purpose

The study investigates how student teachers seek assistance. Using a Help-seeking behaviour questionnaire, student teachers' critical problems and their efforts to find assistance are examined.

Sample

The participants were 40 student teachers in a secondary education teacher certificate programme at a university in Taipei, Taiwan. The participants belonged to a class of about 100 student teachers who did their internships at local junior and senior high schools. The participants were teaching in eight subjects, and about two-thirds were female. Every student teacher was assigned a supervising teacher from the university and a cooperating teacher at the placement school.

Design and methods

The questionnaire asked the student teachers to pick a critical problem that they had encountered during the previous week. They were asked to describe the problem, whom they asked for help, how many times and through which communication channel the help was provided. The questionnaire was administered during March and May 2001. Critical problems were sorted into categories. Frequencies and percentages of the help-seeking instances were accumulated for different people and problem categories.

Results

Some student teachers requested help many times; others made a limited number of requests. The number of requests ranged from 1 to 38 per problem, with an average of 12 requests per problem. Among the requests for help (n = 935), only 2% were directed to university supervisors. The student teachers sought help from the cooperating teacher 15% of the time, and 41% of the time they asked student teacher peers for assistance. About 90% of the communication was face to face, 9% was by phone and 1% was by email. The largest number of requests dealt with problems of individual students (19%). The second and third largest problem categories were administration and policy issues (16%) and lack of spare time (15%).

Conclusions

Peer support should be cultivated in teacher training programmes because peer student teachers' help was most frequently sought. Cooperating teachers and university supervising teachers' communication with student teachers can be improved. Various ways of contacting student teachers can be encouraged, but face-to-face communication must still be supported. It is important to keep finding new ways to assess the effectiveness of student teacher support. The results of the Help-seeking behaviour questionnaire can be used to examine the impact of programmes to improve student teaching.     

Discipline or Prejudice? Overrepresentation of Minority Students in Disciplinary Alternative Education Programs

The study seeks to determine the underlying factors contributing to the overrepresentation of minorities in school disciplinary programs. Data from 207 Disciplinary Alternative Education Programs (DAEPs) in Texas are analyzed. The data represent more than 62 % of the student population of Texas school districts. Results support the hypothesis that the ‘whiteness’ of school district undesirably affects the overrepresentation of Black students (but not Hispanic students) in DAEP. Overrepresentation of Black students in disciplinary programs is significantly higher in urban school districts than in rural districts. The findings, however, add a new layer of complexity to the debate on the overrepresentation of minorities in disciplinary programs. This is because not only White school districts are more likely than other districts to exercise their discretionary authority to punish minorities but they also more frequently subject their minority students to mandatory disciplines that are well defined by the state. Plausible explanations of such overrepresentation is offered for future research. Neither wealth nor the districts’ type (urban, suburban, rural and mid-size) have been found to have significant impact on discretionary or mandatory disciplinary actions against minority students.     

Course Revision in Introductory STEM Courses: An Exploratory Study at an HBCU Community College

ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.