Files in this item
|(no description provided)|
|Title:||A study of some relationships between assessed levels of critical thinking and some observed logical operations of preservice teachers' behavior when teaching in a micro-teaching laboratory|
|Author(s):||Johnson, Marcia Shular|
|Doctoral Committee Chair(s):||Johnson, William D.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training
|Abstract:||Purposes of this study were the following: to identify relationships between levels of critical thinking in a group of pre-service teachers and the amount of critical thinking in their micro-teaching and to identify the amount of critical thinking evidenced in the candidates' Secondary Education 239 discussion sections and that in their micro-teaching presentations.
Influence of the following variables in the candidates' performance on the Cornell Critical Thinking Test was also examined: composite ACT score, percentile rank in high school graduating class, socio-economic status, and area of concentration. Verbal interaction in the discussion sections was also examined according to Flander's System of Interaction Analysis.
The Cornell Critical Thinking Test, Level Z was administered to all forty-five candidates enrolled in Secondary Education 239. Next, nine discussion sessions of this course were evaluated for critical thinking. Also, a micro-teaching presentation for each of the twenty-four candidates who progressed to the final phase of the study was evaluated for critical thinking.
Principal findings were as follows: (1) Micro-teaching of candidates who had scored high on Cornell evidenced a greater amount of critical thinking than did micro-teaching of candidates who had scored low. (2) Micro-teaching of candidates who had scored low on Cornell, but who were enrolled in the discussion section in which the most critical thinking occurred evidenced a greater, but not significant, amount of critical thinking than did micro-teaching of candidates in the other two sections who had scored high on Cornell. (3) No significant relationship was found to exist between candidates' socio-economic status, area of concentration, or high school class percentile rank and performance on Cornell. (4) A significant, but weak, relationship was found to exist between candidates' ACT composite scores and performance on Cornell.
|Rights Information:||Copyright 1989 Johnson, Marcia Shular|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9010902|