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

Critical Thinking Skills Integration...

Black, Lynn E.

FindBook

Google Book

Amazon

博客來

Critical Thinking Skills Integration in Rural Haitian Higher Education Classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical Thinking Skills Integration in Rural Haitian Higher Education Classrooms./
作者:	Black, Lynn E.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	222 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30572836
ISBN:	9798380080514

Critical Thinking Skills Integration in Rural Haitian Higher Education Classrooms.
Black, Lynn E.

Critical Thinking Skills Integration in Rural Haitian Higher Education Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 222 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D./HE)--Azusa Pacific University, 2023.

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

This study explored the meaning of critical thinking (CT) in Haitian higher education and delineates teaching strategies and techniques for integrating CT practices in rural Haitian universities. Six esteemed universities were surveyed and 10 university professors were interviewed regarding their understanding of CT and how they have implemented CT strategies and techniques in their classrooms.{A0}The participants were asked to participate in a 4-hour workshop that included two focus group sessions: (a) How to define CT and (b) What strategies or techniques were used in their classrooms to instill CT in their students? Surveys were used to collect background information on the institutions and participants. Qualitative interviews were conducted to investigate the participants' beliefs and practices. The data revealed that none of the participants had formal training in CT and there was no uniform definition or formal model of CT among them. The study also concluded that participants maintained similar teaching-learning beliefs and values and there was little variation in their classroom practices.

ISBN: 9798380080514Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Action research

Critical Thinking Skills Integration in Rural Haitian Higher Education Classrooms.
LDR:02375nmm a2200397 4500 001 2395057
005 20240513060810.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380080514
035 $a (MiAaPQ)AAI30572836
035 $a AAI30572836
040 $a MiAaPQ $c MiAaPQ
100 1 $a Black, Lynn E. $3 3764556
245 1 0 $a Critical Thinking Skills Integration in Rural Haitian Higher Education Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 222 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Sheridan, Dennis.
502 $a Thesis (Ed.D./HE)--Azusa Pacific University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This study explored the meaning of critical thinking (CT) in Haitian higher education and delineates teaching strategies and techniques for integrating CT practices in rural Haitian universities. Six esteemed universities were surveyed and 10 university professors were interviewed regarding their understanding of CT and how they have implemented CT strategies and techniques in their classrooms.{A0}The participants were asked to participate in a 4-hour workshop that included two focus group sessions: (a) How to define CT and (b) What strategies or techniques were used in their classrooms to instill CT in their students? Surveys were used to collect background information on the institutions and participants. Qualitative interviews were conducted to investigate the participants' beliefs and practices. The data revealed that none of the participants had formal training in CT and there was no uniform definition or formal model of CT among them. The study also concluded that participants maintained similar teaching-learning beliefs and values and there was little variation in their classroom practices.
590 $a School code: 1323.
650 4 $a Higher education. $3 641065
650 4 $a Adult education. $3 543202
650 4 $a Higher education administration. $3 2122863
653 $a Action research
653 $a Classroom innovation
653 $a Critical thinking
653 $a Scientific evaluation and assessment
653 $a Teacher training
690 $a 0745
690 $a 0516
690 $a 0446
710 2 $a Azusa Pacific University. $b Higher Education. $3 3340999
773 0 $t Dissertations Abstracts International $g 85-02A.
790 $a 1323
791 $a Ed.D./HE
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30572836