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Teaching critical thinking in second...

Mercado, Sonya B.

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Teaching critical thinking in secondary foreign language classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching critical thinking in secondary foreign language classrooms./
Author:	Mercado, Sonya B.
Description:	165 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644694
ISBN:	9781321330540

Teaching critical thinking in secondary foreign language classrooms.
Mercado, Sonya B.

Teaching critical thinking in secondary foreign language classrooms. - 165 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2014.

This case study examines how three foreign language teachers in a single district define critical thinking and how they plan for and assess it in foreign language. The high schools identified critical thinking as a school-wide learning result for students. Through interviews and a survey, participants described how they view and engage students in critical thinking. Their definitions shared some common elements but also were distinct from each other. Furthermore, aspects of their definitions matched the widely accepted definitions of critical thinking, while others were unique to the participants. None of the participants reported receiving professional development in teaching critical thinking in their discipline. Each participant also reported that they engage students in critical thinking via the immersion method. Some findings from critical thinking literature suggest that this method is the least effective. Teachers in secondary schools that uphold critical thinking as an important outcome for students would benefit from professional development in teaching critical thinking for their discipline.

ISBN: 9781321330540Subjects--Topical Terms:

2122779
Secondary education.

Teaching critical thinking in secondary foreign language classrooms.
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020 $a 9781321330540
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100 1 $a Mercado, Sonya B. $3 3277036
245 1 0 $a Teaching critical thinking in secondary foreign language classrooms.
300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Paula M. Carbone.
502 $a Thesis (Ed.D.)--University of Southern California, 2014.
520 $a This case study examines how three foreign language teachers in a single district define critical thinking and how they plan for and assess it in foreign language. The high schools identified critical thinking as a school-wide learning result for students. Through interviews and a survey, participants described how they view and engage students in critical thinking. Their definitions shared some common elements but also were distinct from each other. Furthermore, aspects of their definitions matched the widely accepted definitions of critical thinking, while others were unique to the participants. None of the participants reported receiving professional development in teaching critical thinking in their discipline. Each participant also reported that they engage students in critical thinking via the immersion method. Some findings from critical thinking literature suggest that this method is the least effective. Teachers in secondary schools that uphold critical thinking as an important outcome for students would benefit from professional development in teaching critical thinking for their discipline.
590 $a School code: 0208.
650 4 $a Secondary education. $3 2122779
650 4 $a Foreign language education. $3 3172512
690 $a 0533
690 $a 0444
710 2 $a University of Southern California. $b Education. $3 1024119
773 0 $t Dissertation Abstracts International $g 76-03A(E).
790 $a 0208
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644694