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A study to compare the critical thin...

Dennett, Susan K.

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A study to compare the critical thinking dispositions between Chinese and American college students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study to compare the critical thinking dispositions between Chinese and American college students./
作者:	Dennett, Susan K.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584910
ISBN:	9781303978852

A study to compare the critical thinking dispositions between Chinese and American college students.
Dennett, Susan K.

A study to compare the critical thinking dispositions between Chinese and American college students. - 161 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2014.

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

The purpose of this quantitative research study was to compare Chinese and American students' inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students' scores on the seven individual scales and their total score on the CCTDI.

ISBN: 9781303978852Subjects--Topical Terms:

529436
Educational leadership.

A study to compare the critical thinking dispositions between Chinese and American college students.
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245 1 2 $a A study to compare the critical thinking dispositions between Chinese and American college students.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Valerie C. Bryan.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2014.
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 The purpose of this quantitative research study was to compare Chinese and American students' inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students' scores on the seven individual scales and their total score on the CCTDI.
520 $a The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI.
520 $a A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students' CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson's correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI.
520 $a Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults' lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students' critical thinking dispositions prior to learning or training activities.
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