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Supporting Critical Thinking Develop...

Clark, Amanda.

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Supporting Critical Thinking Development in 21st Century Classrooms by Shaping Opportunities for Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting Critical Thinking Development in 21st Century Classrooms by Shaping Opportunities for Learning./
Author:	Clark, Amanda.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	174 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22618453
ISBN:	9781085696036

Supporting Critical Thinking Development in 21st Century Classrooms by Shaping Opportunities for Learning.
Clark, Amanda.

Supporting Critical Thinking Development in 21st Century Classrooms by Shaping Opportunities for Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 174 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.(Educ.))--Drake University, 2019.

This item must not be sold to any third party vendors.

Problem: There is a concern about the lack of deliberate critical thinking instruction in education given the need for 21st century employees to access and utilize critical thinking skills. According to Silva (2009), skills like critical thinking, creativity, and problem solving are not new to education, "just newly important" (p. 631). Most literature on critical thinking, project based learning (PBL), and facilitating learning is theoretical or philosophical in nature. Few classroom studies have focused on any of these topics using either qualitative or quantitative research.Procedures of the articles in this study: Of the three articles in this study, the first was a literature review of critical thinking followed by an article on learner-centered pedagogical strategies, while the third was a multiple case study (Bogdan & Biklen, 2007; Creswell, 2013) exploring the lived experiences of six secondary teachers in two suburban districts in one Midwest state. Participants were identified using purposeful convenience and snowball sampling (Salmons, 2015). The central question investigated how secondary teachers shape opportunities for students to develop their critical thinking skills (Creswell, 2013). Data collection included document analysis, classroom observations, and teacher interviews. Open, axial, and selective coding were used to understand the quantity and breadth of teacher facilitation moves that promote critical thinking in a PBL classroom (Strauss & Corbin, 1990). Data were verified through triangulation and member checking to capture participants' lived experiences in PBL classrooms.Findings: Data analysis revealed secondary PBL teachers have four main sources of input to consider when making instructional decisions while facilitating learning including (a) listening to students collaborate, (b) observing students during work time, (c) considering learning and thinking goals, and (d) thinking about previous instructional decisions. When facilitating work time, these teachers used thirty-four different moves categorized into responding, questioning, structuring, and modeling moves. Responding was used most frequently by four of the six teachers. Interview questions about facilitation challenges yielded various responses. Interestingly, the solutions were aligned with PBL pedagogical practices.Conclusions: PBL classroom teachers have four primary sources of input to mentally process prior to making facilitation moves. Teachers make hundreds of facilitation moves during project work time that develop, support, and enhance their students' critical thinking skills and dispositions. The PBL teachers in this study reported facing similar facilitation challenges despite teaching different grade levels and in different content areas, school sizes, and district locations.Recommendations: Administrators, instructional coaches, and professional development providers should meet with PBL classroom teachers to fully uncover the challenges they face when in the role of facilitator, working collaboratively to determine solutions for addressing these challenges.

ISBN: 9781085696036Subjects--Topical Terms:

516579
Education.

Supporting Critical Thinking Development in 21st Century Classrooms by Shaping Opportunities for Learning.
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245 1 0 $a Supporting Critical Thinking Development in 21st Century Classrooms by Shaping Opportunities for Learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 174 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Beisser, Sally.
502 $a Thesis (Ph.D.(Educ.))--Drake University, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Problem: There is a concern about the lack of deliberate critical thinking instruction in education given the need for 21st century employees to access and utilize critical thinking skills. According to Silva (2009), skills like critical thinking, creativity, and problem solving are not new to education, "just newly important" (p. 631). Most literature on critical thinking, project based learning (PBL), and facilitating learning is theoretical or philosophical in nature. Few classroom studies have focused on any of these topics using either qualitative or quantitative research.Procedures of the articles in this study: Of the three articles in this study, the first was a literature review of critical thinking followed by an article on learner-centered pedagogical strategies, while the third was a multiple case study (Bogdan & Biklen, 2007; Creswell, 2013) exploring the lived experiences of six secondary teachers in two suburban districts in one Midwest state. Participants were identified using purposeful convenience and snowball sampling (Salmons, 2015). The central question investigated how secondary teachers shape opportunities for students to develop their critical thinking skills (Creswell, 2013). Data collection included document analysis, classroom observations, and teacher interviews. Open, axial, and selective coding were used to understand the quantity and breadth of teacher facilitation moves that promote critical thinking in a PBL classroom (Strauss & Corbin, 1990). Data were verified through triangulation and member checking to capture participants' lived experiences in PBL classrooms.Findings: Data analysis revealed secondary PBL teachers have four main sources of input to consider when making instructional decisions while facilitating learning including (a) listening to students collaborate, (b) observing students during work time, (c) considering learning and thinking goals, and (d) thinking about previous instructional decisions. When facilitating work time, these teachers used thirty-four different moves categorized into responding, questioning, structuring, and modeling moves. Responding was used most frequently by four of the six teachers. Interview questions about facilitation challenges yielded various responses. Interestingly, the solutions were aligned with PBL pedagogical practices.Conclusions: PBL classroom teachers have four primary sources of input to mentally process prior to making facilitation moves. Teachers make hundreds of facilitation moves during project work time that develop, support, and enhance their students' critical thinking skills and dispositions. The PBL teachers in this study reported facing similar facilitation challenges despite teaching different grade levels and in different content areas, school sizes, and district locations.Recommendations: Administrators, instructional coaches, and professional development providers should meet with PBL classroom teachers to fully uncover the challenges they face when in the role of facilitator, working collaboratively to determine solutions for addressing these challenges.
590 $a School code: 0387.
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773 0 $t Dissertations Abstracts International $g 81-03A.
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