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Handbook of Research on Advancing Critical Thinking in Higher Education

Book Description

The importance of critical thinking has surged as academics in higher education realize that many students, upon entering college, lack the critical thinking skills necessary to succeed. While much has been written regarding the ‘lack’ of critical thinking, less has been written on the success of methods implemented to develop this fundamental skill. The Handbook of Research on Advancing Critical Thinking in Higher Education explores the effective methods and tools being used to integrate the development of critical thinking skills in both undergraduate and graduate studies. Due to the difficulties associated with teaching critical thinking skills to learners of any age, this publication is a crucial addition to the scholarly reference works available to pre-service and early career teachers, seasoned educational professionals, professors across disciplines, curriculum specialists, and educational administrators.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Section 1:
    1. Chapter 1: Ancient Thinking and Modern Challenges
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CRITICAL THINKING: ITS HISTORY AND INFLUENCE
      5. THE HISTORICAL SOCRATES AND HIS METHOD
      6. CRITICAL THINKING AND THE SOCRATIC METHOD CONVERGE
      7. CRITICAL THINKING IN THE PLATONIC DIALOGUES
      8. ACTION RESEARCH ON THE SOCRATIC METHOD
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. ADDITIONAL READING
      13. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Critical Thinking and Character
      1. ABSTRACT
      2. INTRODUCTION
      3. THE RELATIONSHIP OF CRITICAL THOUGHT AND CHARACTER DEVELOPMENT
      4. DEVELOPING THE CHARACTER TO THINK CRITICALLY
      5. EDUCATION THAT FUSES CHARACTER AND CRITICAL THOUGHT: EXPLORATIONS, SOLUTIONS, AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
      11. ENDNOTES
    3. Chapter 3: Critical Thinking, Socratic Seminars, and the College Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. USING SOCRATIC SEMINARS IN THE COLLEGE CLASSROOM
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 4: The Erosion of Critical Thinking Development in Post-Secondary Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EROSION OF CRITICAL THINKING SKILLS
      5. SELLING SHORT GENERAL EDUCATION
      6. THE FATE OF CORE CURRICULUM AND GENERAL EDUCATION REQUIREMENTS
      7. DEFINING CRITICAL THINKING
      8. FIGHTING ROTE MEMORIZATION IN THE CURRENT SYSTEM
      9. DEVELOPING AND ASSESSING CRITICAL THINKING ABILITIES
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
      12. REFERENCES
      13. ADDITIONAL READING
      14. KEY TERMS AND DEFINITIONS
  10. Section 2:
    1. Chapter 5: Critical Thinking Skills in Virtual Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. USE OF VIRTUAL LEARNING IN EDUCATION
      5. BARRIERS AND CHALLENGES TO CRITICAL THINKING ONLINE
      6. METHODS OF INTEGRATNG CRITICAL THINKING ONLINE
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 6: Developing an Assessment Program to Measure Critical Thinking
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. OUTCOMES ASSESSMENT
      5. CRITICAL THINKING
      6. RUBRICS
      7. DUNLAP-STONE UNIVERSITY
      8. SOLUTIONS AND RECOMMENDATIONS
      9. FUTURE TRENDS
      10. CONCLUSION
      11. REFERENCES
      12. ADDITIONAL READING
      13. KEY TERMS AND DEFINITIONS
    3. Chapter 7: University Teachers' Interactions with Their Online Students at an Australian University
      1. ABSTRACT
      2. INTRODUCTION
      3. AN OVERVIEW
      4. THE ISSUE
      5. BACKGROUND
      6. DEFINITIONS AND SCOPE OF THE STUDY
      7. THEORETICAL DISCUSSION
      8. AFFORDANCE THEORY
      9. CAPABILITY THEORY
      10. LITERATURE REVIEW
      11. RESEARCH APPROACH AND DATA COLLECTION
      12. SAMPLING AND DATA COLLECTION
      13. QUALITATIVE DATA ANALYSIS STRATEGY
      14. CONCLUSION
      15. REFERENCES
      16. ADDITIONAL READING
      17. KEY TERMS AND DEFINITIONS
  11. Section 3:
    1. Chapter 8: Academic Service-Learning as a Pedagogical Tool and Strategy
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. BACKGROUND
      5. RESEARCH QUESTIONS
      6. METHODS
      7. ANALYSIS
      8. LIMITATIONS
      9. FINDINGS
      10. SOLUTIONS AND RECOMMENDATIONS
      11. FUTURE RESEARCH DIRECTIONS
      12. CONCLUSION
      13. REFERENCES
      14. ADDITIONAL READING
      15. KEY TERMS AND DEFINITIONS
    2. Chapter 9: Developing Meaning-Making to Promote Critical Thinking
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE LEARNING PARTNERSHIPS MODEL
      5. LEARNING PARTNERSHIPS IN THE CLASSROOM
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 10: Mapping Problems to Solutions
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHING WITH LOGIC MODELS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSIONS
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 11: Teaching Critical Thinking and the Role of Team Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE CRITICAL INCIDENT QUESTIONNAIRE
      5. CRITICAL THINKING IS A SOCIAL LEARNING PROCESS
      6. TWO SOCIAL LEARNING PROCESSES FOR CRITICAL THINKING
      7. MODELING CRITICAL THINKING
      8. SPEAKING IN TONGUES
      9. SPECIFIC EXPERIENCES
      10. DISORIENTING DILEMMAS
      11. AN INCREMENTAL PROCESS
      12. THE BENEFITS OF TEACHING IN TEAMS
      13. THE BENEFITS TO FACULTY OF TEACHING IN TEAMS
      14. WHAT DO SUCCESSFUL TEACHING TEAMS TO SUPPORT CRITICAL THINKING LOOK LIKE?
      15. CONCLUSION
      16. REFERENCES
      17. ADDITIONAL READING
      18. KEY TERMS AND DEFINITIONS
    5. Chapter 12: Watching TV News
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. IMPLICATIONS FOR FUTURE RESEARCH
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
  12. Section 4:
    1. Chapter 13: Critical Thinking as a Multifaceted Phenomenon
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. INTERDISCIPLINARITY IMPORTANCE IN CRITICAL THINKING INVESTIGATION AND EXPLANATION
      5. COGNITIVE PARADIGM AND ITS CHARACTERISTICS
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    2. Chapter 14: Interdisciplinary Perceptions
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LITERATURE REVIEW
      5. ACTION RESEARCH METHODOLOGY
      6. QUESTIONNAIRE RESPONSES, FINDINGS, AND DISCUSSION
      7. RESEARCH IMPLICATIONS AND FUTURE RECOMMENDATIONS
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
  13. Section 5:
    1. Chapter 15: Developing Critical Thinking in Doctoral Students
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. APPROACHES TO DEVELOPING CRITICAL THINKING IN DOCTORAL STUDENTS
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 16: Faculty Support and Guidance for Doctoral Candidates
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PROMOTION OF CRITICAL THINKING WITH REGARD TO RESEARCH
      5. SURVEY SAMPLING; RESPONSE RATES
      6. INTERPRETATION
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
  14. Section 6:
    1. Chapter 17: Globalization, Cross Border Education, and Student Migration
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. DISCUSSION
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
      12. APPENDIX A
      13. APPENDIX B
      14. APPENDIX C
    2. Chapter 18: The Japanese Tertiary Education System and Its Impact on Economic Conditions from 2000 to 2010
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RECOMMENDATIONS AND FUTURE IMPLICATIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 19: NAIA to NCAA D-II Sports Transition
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. REVIEW OF LITERATURE
      5. METHODOLOGY
      6. YEAR ONE
      7. YEAR TWO
      8. YEAR THREE
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. ADDITIONAL READING
      13. KEY TERMS AND DEFINITIONS
  15. Compilation of References
  16. About the Contributors