2026-09-23T19:18:30Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/19442 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Johnson, William D. Johnson, Marcia Shular 2011-05-07T12:07:41Z 2011-05-07T12:07:41Z 10000-01-01 1989 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. Made available in DSpace on 2011-05-07T12:07:41Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010902.pdf: 4487017 bytes, checksum: b458559bc4b121d4c2f9d00a8cc016f8 (MD5) Previous issue date: 1989 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:59Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:15:08-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9010902 (UMI)AAI9010902 http://hdl.handle.net/2142/19442 eng Copyright 1989 Johnson, Marcia Shular Education, Teacher Training Education, Secondary 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 text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.