東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Thrust into learning and thinking cr...

Lee, Hyun Jung.

FindBook

Google Book

Amazon

博客來

Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities./
作者:	Lee, Hyun Jung.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624085
ISBN:	9781303970450

Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities.
Lee, Hyun Jung.

Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities. - 169 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

Internationalization is an emerging trend in education as more international students come to the United States to pursue their education. However, given the growing cultural diversity in university classrooms, educators are concerned about Asian students' lack of critical thinking. This phenomenological case study sought to understand how Confucius-influenced East Asian international students learn to incorporate critical thinking processes into their doctoral studies and how cultural differences influence their understanding and practice of these processes. Twenty East Asian doctoral students were interviewed for this study.

ISBN: 9781303970450Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities.
LDR:03579nmm a2200313 4500 001 2055490
005 20150127125439.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303970450
035 $a (MiAaPQ)AAI3624085
035 $a AAI3624085
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lee, Hyun Jung. $3 2092793
245 1 0 $a Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Stephen Brookfield.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
520 $a Internationalization is an emerging trend in education as more international students come to the United States to pursue their education. However, given the growing cultural diversity in university classrooms, educators are concerned about Asian students' lack of critical thinking. This phenomenological case study sought to understand how Confucius-influenced East Asian international students learn to incorporate critical thinking processes into their doctoral studies and how cultural differences influence their understanding and practice of these processes. Twenty East Asian doctoral students were interviewed for this study.
520 $a The findings revealed that participants described their perceptions of critical thinking in various ways and their experience of implementing critical thinking fell into three categories: struggle, progress, and enjoyment. Participants also faced several difficulties when they practiced critical thinking. Finally, participants thought they could negotiate the differences and challenges of implementing critical thinking by obtaining certain knowledge, skills and attitudes. The major conclusions were: (a) East Asian students are able to embrace the concepts of critical thinking; (b) East Asian students' difficulties in implementing critical thinking are due to differences in language and learning orientation, (c) Cultural educational style differences do not influence East Asian students' capacity to think critically; and (d) East Asian students negotiate the challenges of critical thinking both independently and socially.
520 $a Several implications were offered: (a) Educators need to be more explicit about critical thinking as one skill they expect from students; (b) Educators need to design course materials carefully with reference to East Asian students' language ability; (c) Educators should become more aware of cross-cultural differences in communication styles and preferences; and (d) University administrators and staff should take responsibility for developing intercultural plans for international students. Future studies should examine whether the behavioral norms of critical thinking are the only indicators of one's critical thinking abilities, and how important it is to design appropriate critical thinking instruction for a multicultural classroom. Future research should also follow up with international students who return to their home countries upon completing their studies to investigate their re-adjustment and any changes in their critical and independent thinking processes.
590 $a School code: 0055.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Higher. $3 543175
650 4 $a Asian Studies. $3 1669375
690 $a 0516
690 $a 0745
690 $a 0342
710 2 $a Teachers College, Columbia University. $b Organization and Leadership. $3 2049780
773 0 $t Dissertation Abstracts International $g 75-10A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624085