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Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction
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The article was published on 1990-01-01 and is currently open access. It has received 1129 citations till now. The article focuses on the topics: Critical thinking & Educational assessment.read more
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Journal ArticleDOI
Deconstructing critical reflection in social work and business: Negotiating emotions and opinions in reflective writing
Eszter Szenes,Namala Tilakaratna +1 more
TL;DR: The authors make visible the means by which high-achieving students in social work and business successfully engage with subjective meanings in reflective writing and show how successful students move from common sense understanding of problematic situations to demonstrating discplinary knowledge and values in their fields of study.
Dialogic Teaching in a Detracked High School ELA Class: "We Talk Here"
TL;DR: In this paper, dialogic teaching in a Detracked high school ELA class: "We Talk Here" is described as a "we-talk-here" approach.
Book ChapterDOI
On the Teaching of Critical Thinking in English for Academic Purposes
TL;DR: This article identified three distinct strands of thinking about critical thinking in the literature: a skills approach, an ethics approach, and a "language of evaluation" approach, alongside some recent empirical research into critical practices across a range of discipline areas, and suggested that the framing of critical thinking curricula needs to be guided by a number of broad principles arising from this research.
Journal ArticleDOI
Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis
TL;DR: In this paper, the authors explored how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs).
Dissertation
Using computer-based cognitive tools to enable critical thinking
TL;DR: Findings indicated that although, overall, students performed well, across tasks they performed less well on some planning, analysis and application aspects requiring deep understanding and metacognition, however, by triangulating performance and perception data, tools did seem to enable development of skills by making visible certain effects.