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Incorporating Critical Thinking: Self-Perception of Teachers’ Ability to Promote Critical Thinking Skills in Primary Grades (K-2)
Get PDFThe ability to think critically is a fundamental life skill and is an essential part of being a productive and contributing member of society. “Research shows that elements of critical thinking need to be taught explicitly” (Haber, 2020). The practice of developing critical thinking skills while students are initially developing as thinkers in primary grades is essential. According to Wagner (2008), his research finds that children should begin developing critical thinking skills as soon as they “are capable of abstract thinking” (p.17). Wagner (2008) argues that students need to develop these essential skills to effectively participate in our democracy and ever-changing global environment (p.15).
The purpose of this study was to examine teachers\u27 perceptions, knowledge, and abilities in the development of critical thinking skills in grades K-2. Insights gained from this study will be used to make recommendations to teachers and administrators to develop critical thinking skills in primary grades through teaching strategies and technology integration.
The study used an exploratory sequential design that included qualitative data collection, analysis, and results that led to an overall interpretation of the data. This design starts with qualitative data, collected through an online survey and semi-structured interviews, where themes were developed before building to a second quantitative phase (Creswell, Plano Clark, et al., 2003, p.77). Eighteen participants responded to the survey, ranging from K-2nd grade classroom teachers, resource teachers, self-contained teachers, ELL teachers, interventionists, and an enrichment teacher. With a response rate of 64%, this allowed the researcher to extrapolate the data. The focus question of this study was, What teaching strategies do primary teachers use in their teaching of critical thinking? To answer this question, the researcher utilized 19 Likert scale type questions and five open-ended questions related to teachers\u27 understanding of critical thinking and how it is taught through instruction in K-2 grades. The survey was emailed to all invited participants and completed voluntarily by Morgan Park Elementary teachers (pseudonym). After analyzing the survey data, survey respondents participated in interviews to expand their views and understandings of what and how they teach “thinking” to students. Eight of the eighteen survey respondents participated in the interviews.
Prevalent themes from the data analysis were teachers\u27 beliefs about the importance of critical thinking skills and their self-confidence to teach these needed skills. Additionally, participants perceived that students lacked the necessary background knowledge and ability to use/develop critical thinking skills. Furthermore, participants identified the lack of time, resources, and professional development as perceived barriers to teaching necessary thinking skills. Even though teachers recognize the importance of teaching critical thinking skills in the classroom, teaching both content and these foundational skills consistently to young learners has been challenging.
Keywords: critical thinking, primary grades, mixed-methods research, technology, teacher perceptions, self-efficacy, meta-cognitio
The Implementation of a Two-Way Dual Language Program And The Impact On Teaching And Learning
Get PDFDual language programs satisfy the requirement of mandated bilingual programs for English Language Learners in the state of Illinois. This qualitative program evaluation focused on a school district that entered into an adaptive change process with respect to creating a two-way dual language immersion program that would increase student language acquisition in English and Spanish as well as increase cultural competency and professional development for teachers. The program evaluation provided the opportunity to diagnose the system through an examination of the challenges and the quality of the current state of the district leading to the identification of the 4c’s; context, conditions, cultures, and competencies. In designing this evaluation, early literacy instruction and the connection with teaching and learning in both languages was closely monitored. The need for more professional development in the area of teaching the Spanish language and bridging the two languages became apparent. The findings from this program evaluation revealed a need for a review of teacher certification programs specifically for dual language learners, better assessments to triangulate data in both languages, and the importance of learning about cultural competency to the community
Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago
Get PDFChicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test scores, specifically the Value Added Model, CPS could increase trust and validity in the REACH Students teacher evaluation program and support teachers to engage in a process of continuous improvement
The Perceptions Of Former Students As To The Importance Of Post-Secondary And Career Planning In An Alternative High School Setting
Get PDFABSTRACT
Graduates from alternative schools continue to struggle in areas of post-secondary education and careers beyond high school. School systems adopt various initiatives and support programs related to post-secondary education and career planning without taking the initiative to collect data about the students and their post-secondary and career experiences during and beyond high school. This study seeks to explore the lived experiences of former high school students’ alternative educational pathways and their perspectives on the importance of post-secondary and career planning in an alternative high school setting. A qualitative methodology that consisted of open-ended questionnaires and individual telephone interviews with the former high school alternative students was used to conduct this study. The results of the study indicated that alternative high school students have a genuine desire to learn. All of the participants clearly linked SEL (social emotional learning) to the majority of their success during and beyond high school. They all shared information related to their limited post-secondary and career exploration. Participants concluded that even though they received some post-secondary and career planning opportunities, they really needed the opportunity to explore and participate in a stable support system beyond high school
Zeroing in on Providing Student Feedback as a Core Practice: A Study of its Potential Impact on Special Education Teacher Candidates
Get PDFTwenty-two high leverage practices (HLPs) specific to special educators have been identified by CEEDAR/CEC. We surveyed multiple stakeholders to determine which HLPs were most critical for preservice teachers to learn. Findings indicated overlap among stakeholders. The two most consistently endorsed HLPs were collaboration among professionals and establishing the learning environment
Career Influences: A phenomenological Study of Career Influences of African American Women in the Counseling Profession.
Get PDFThe current literature concerning African American women in the counseling profession is limited. Research is available regarding women in the profession; however, research on African American women is scarce. This study seeks to add to the body of literature by exploring the reasons African American women become counselors, thereby improving recruitment techniques to increase representation in the field and improve mental health care for the African American community. This qualitative research study used a phenomenological approach to explore, interpret, and describe the lived experiences of eight African American women who are Licensed Clinical Mental Health Counselors currently practicing in the counseling profession. The theoretical foundation Social Cognitive Career Theory was used to guide this study on the career influences of African American women for entering the counseling profession. Data collections were conducted using in-depth face-to-face virtual interviews with the participants and analyzed using the NVivo software. The results of the study indicated that in regards to the decision to join the counseling profession, African American women are influenced by the following: family dynamics, personal characteristics, work experiences, adult influences underrepresentation, and education. The findings in this study may not be generalized to men, other professional disciplines, or people in another ethnicity. Thus, the results of this study could be developed and implemented with a larger population using a questionnaire to determine the generalizability of the findings
Truly, Madly, Deeply: Adverbs and ELLs
Get PDFIn this issue’s column focusing on adverbs and English language learners, columnist Kristin Lems explores some of the basic but not-so-obvious features about adverbs that readers and writers need to learn in order to take advantage of these powerful levers of language. The odds are very good that your native English speakers will also benefit from this information—and you might learn a thing or two as well
A Task Analytic Model Of Tenderness In Emotion-Focused Therapy For Couples: The Discovery Phase
Get PDFThe focus in the present study was to develop a refined model of tenderness events in emotion-focused couples therapy. The model was created in the discovery phase of a task analytic research study through a rational-empirical method. The study was designed to combine empirical and rational data on the expression of tenderness and the display of a tenderness expression within the context of therapy. The rational model was derived from a review of the literature on emotions, couples therapy, and tenderness as an emotion. Empirical data were observed and recorded through reviews of videotapes and transcripts obtained during the York Emotional Injury Project (Greenberg, Warwar, & Malcolm, 2010). Following the gathering of empirical and rational data, a synthesized rational-empirical model was created that outlined the varying components of a tenderness expression in emotion-focused couples therapy. The components of the tender partner, vulnerable partner, and therapist were all outlined to create a comprehensive refined model that illustrates the flow of the tenderness expression as it unfolds in sessions. The model shows that tenderness is an emotional response to a partner’s vulnerability expression. Tenderness comprises multiple nonverbal expressions and positive verbal expressions toward the vulnerable partner that are acknowledged and processed between the couple and therapist. The vulnerable partner views and receives the tender partner positively following the expression of tenderness. This leads to the therapist processing the expression of tenderness as a change in the couple’s negative interactional cycle, integrating the new positive interactional pattern, and helping the couple to build stronger attachment bonds and move toward resolve
An Analysis Of The Impacts Of Hiring Practices Within High Poverty, Urban Districts
No full textThis dissertation project examines the procedures and challenges that urban districts face when trying to appropriately staff classrooms with qualified teachers. It explores the structures that urban districts use to evaluate one’s candidacy for the position as well as additional approaches that have made others successful. Literary research identified some of the inconsistencies that are present between various urban and suburban school district settings. Specifically research identifies the differences between schools on Chicago’s south and west side as compared to schools on the north side and the suburbs. The findings from interviews done with district administrators and research about best practices in interviews reveal some opportunities for growth regarding protocols and critical interview steps that can be taken for disadvantaged schools. The recommendations are aimed at ensuring that students who may struggle academically in our disadvantaged neighborhoods have qualified teachers to lead instruction to close the learning gap
