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Towards learner independence: Using...

Watts, Lesley Anne.

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Towards learner independence: Using action research to facilitate critical thinking skills in a community college setting.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Towards learner independence: Using action research to facilitate critical thinking skills in a community college setting./
作者:	Watts, Lesley Anne.
面頁冊數:	92 p.
附註:	Adviser: Allan Quigley.
Contained By:	Masters Abstracts International41-01.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ69404
ISBN:	0612694046

Towards learner independence: Using action research to facilitate critical thinking skills in a community college setting.
Watts, Lesley Anne.

Towards learner independence: Using action research to facilitate critical thinking skills in a community college setting. - 92 p.

Adviser: Allan Quigley.

Thesis (M.Ad.Ed.)--St. Francis Xavier University (Canada), 2002.

Two principles provide the foundation of this thesis. First, the inevitability of rapid and unpredictable change in our society has increased the urgency for teachers at community colleges to acquire critical thinking skills. Second, these teachers must work to inculcate critical thinking skills in their students in order that they too can respond thoughtfully to change.

ISBN: 0612694046Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Towards learner independence: Using action research to facilitate critical thinking skills in a community college setting.
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520 $a Two principles provide the foundation of this thesis. First, the inevitability of rapid and unpredictable change in our society has increased the urgency for teachers at community colleges to acquire critical thinking skills. Second, these teachers must work to inculcate critical thinking skills in their students in order that they too can respond thoughtfully to change.
520 $a Critical thinking is a complex phenomenon. The focus of this thesis on learning portfolios addresses only a few aspects of critical thinking. A portfolio assignment that was part of my reading and study skills classes over two terms from September 1999 to April 2000 was the focus of my research. The purpose of the project was to help students move towards being proactive, independent learners with a realistic sense of their abilities. The project was conducted according to an action research framework, and the methods of data collection were student portfolios, questionnaires, and a combination teaching log/reflective journal. The method of interpretation was content analysis. Overall, the results indicated that students' self-appraisals had shifted during the course of the project.
520 $a In addition, my third method of collecting data—the teaching log/reflective journal—enabled me to identify that, on a personal level, my focus had shifted from critical thinking to critical self-reflection. Ultimately, in spite of the unexpected side trips that I took during the course of this study, I remain strongly convinced that teaching critical thinking, at least for teachers in community colleges, is integral for their own, and their students' success.
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