Download or read book Predictors of Critical Thinking as a Component of an Outcomes Assessment in a Graduate Level School of Social Work written by Tonya Michelle Tucker and published by . This book was released on 2008 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study utilized the standardized California Critical Thinking Skills Test (CCTST) Form 2000 to measure students' pretest and post test critical thinking abilities prior to and upon completion of a critical thinking infused curriculum. In addition, the researcher also tested a predictor model for students' entry level critical thinking skills, as well as two separate predictor models for students' acquired critical thinking skills. The researcher not only tested each of the models using the total scores, but also for the subscales of analytic, inference, evaluation, deductive and inductive. A paired samples t test indicated there were no significant differences between pretest and posttest scores except for the inference subscale in which an increase was noted. Additional analysis indicated students with low pretest scores significantly improved on posttest; whereas students with high pretest scores produced significantly lower posttests scores. Separate hierarchical multiple regression analyses were used to test the predictor models, which allowed the researcher to enter variables into the analysis according to the guiding conceptual models. Specifically, for the pretest and one posttest model, the variables were entered based on the generic variables of undergraduate GPA, months between undergraduate and graduate degree and type of undergraduate school; and the and the discipline specific variables of pretest self-efficacy score, years of social work experience and undergraduate degree. The other posttest model was based on the student characteristics prior to entering the program of undergraduate GPA, months between undergraduate and entry into graduate school, years of social work experience, undergraduate major, type of undergraduate school and the student characteristics while in the program of type of program graduate GPA, mean hours worked per week, critical thinking subscale score. The demographic variables were consistently significant predictors across the pretest and posttest models, specifically White ethnicity. For the pretest models, undergraduate GPA was the strongest predictor across all models, except for inductive where it was still a significant predictor. The demographic variables of younger age and White ethnicity were the only significant predictors for the generic versus discipline specific models. The prior to and while in the program posttest model demonstrated similar findings; however, evaluation did include some additional variables as did inductive. These findings highlight the need for explicit critical thinking learning strategies targeted at not only improving social work students' ability to demonstrate higher order levels of thinking, but also to be culturally sensitive thus minimizing the influence of ethnicity on the development of critical thinking skills.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Outcome Based Evaluation written by Robert L. Schalock and published by Springer Science & Business Media. This book was released on 2013-03-09 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the product of 30 years of experience with program evalua tion. During this time, both service recipients and educational and social programs have experienced major cultural and political shifts in service delivery philosophy, including a focus on quality, mainstreaming, deinsti tutionalization, community inclusion, and an emphasis on measurable outcomes. Recently stakeholders of these programs have demanded more than just the provision of service, forcing program administrators to evalu ate their programs' effectiveness and efficiency. The "era of accoun tability" is here, and my major goal in writing this book is to help current and future program administrators understand that they need to look beyond simply the provision of service. Indeed, they need to be competent in outcome-based evaluation, which I define as a type of program evaluation that uses valued and objective person-referenced outcomes to analyze a program's effectiveness, impact or benefit-cost. By design, this book can be read from the perspective of a consumer or producer of outcome-based evaluation. As a consumer, the reader will be introduced to the various techniques used in outcome-based evaluation and how to interpret data from outcome-based evaluation analyses. As a producer, the reader will be instructed in how to do outcome-based evalu ation analyses, along with how to use and act on their results. For both the consumer and producer, two questions should guide the use of outcome based evaluation.
Download or read book Social Work written by and published by . This book was released on 1992 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Critical Thinking as a Predictor of Test Performance and as an Outcome Measure in a Large Undergraduate Human Development Course written by Carrie Sara Booher and published by . This book was released on 2003 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing 21st Century Skills written by National Research Council and published by National Academies Press. This book was released on 2011-10-16 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.
Download or read book To Reclaim a Legacy written by William John Bennett and published by . This book was released on 1984 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Identifying Predictors of Critical Thinking Ability in a College Population Using the Cornell Critical Thinking Test Level Z and the General Information and Attitude Survey written by Gary D. Hughes and published by . This book was released on 1991 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bulletin of the Atomic Scientists written by and published by . This book was released on 1970-06 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
Download or read book Predictors of Critical Thinking Abilities written by Pertti V. J. Yli-Luoma and published by . This book was released on 1992 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Higher order Questions on Critical Thinking Skills microform written by Robert Donald Renaud and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2002 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. One category of performance indicators, known as process indicators, focus on the processes of an institution, or in other words, what the institution itself does to promote the learning and development of its students. Another category of performance indicators is outcome indicators or student outcomes, which represent the ways in which students learn and develop as a result of attending college or university. Studies that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after controlling for incoming student ability, these process indicators tend to be weakly associated with student outcomes (Renaud, 1997). One important student outcome is the development of critical thinking. While much research has found that students increase their critical thinking skills as a result of attending college (see reviews by McMillan, 1987 and Pascarella & Terenzini, 1991), little is known about what goes on during the college experience that contributes to this. The main purpose of this research was to examine the degree to which asking higher-order questions on tests and assignments as a process variable is related to gains in critical thinking skills among college students as an outcome variable. A secondary purpose was whether gains in student critical thinking skills would be more clearly detected using either a subject-specific or a general measure of critical thinking. The present research consisted of four studies that used different designs, samples, and instruments. One study compared amount of higher-order questions on tests and assignments in actual classes to pretest-posttest gains in critical thinking, while two studies used experimental or quasi-experimental designs to compare groups of students given lower- and higher-order questions in actual classes, and one study was a true experiment done in a laboratory that compared lower- and higher-order review questions in terms of pretest-posttest gains while controlling for possible confounding variables. Overall, the findings of this research indicate that (1) students are more likely to improve their critical thinking skills when they have answered higher-order questions in their coursework; and (2) larger pretest-posttest gains were found when the tests of critical thinking contained questions that were subject-specific (e.g., introductory psychology) rather than questions that focused on general topics.
Download or read book Predictors of Critical Thinking Ability Among College Students written by Cynthia Ohler Ingle and published by . This book was released on 2007 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords. Critical Thinking, Learning Strategies, Metacognitive Self-Regulation, Elaboration, College Students.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Assessment of Critical Thinking at the Community College Level written by Marjorie McDonough and published by . This book was released on 1997 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ERIC Educational Documents Index 1966 69 Major descriptors written by and published by . This book was released on 1970 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
