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81.
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Inquiry: Critical Thinking Across the Disciplines:
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Awad M. Ibrahim
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82.
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Inquiry: Critical Thinking Across the Disciplines:
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Binaya Subedi
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83.
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Inquiry: Critical Thinking Across the Disciplines:
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Awad Ibrahim
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84.
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Inquiry: Critical Thinking Across the Disciplines:
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Don Fawkes
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85.
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Inquiry: Critical Thinking Across the Disciplines:
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William Irwin, Gregory Bassham
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86.
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Inquiry: Critical Thinking Across the Disciplines:
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Christopher A. Pynes
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87.
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Inquiry: Critical Thinking Across the Disciplines:
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John Follman, Danny O’Neal
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88.
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Inquiry: Critical Thinking Across the Disciplines:
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Don Fawkes, Tom Adajian, Dan Flage
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This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam. (1980) Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16,37, 45, 60, 63, 64, 65, 66, and 67. As shown in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas, Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking.
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89.
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Inquiry: Critical Thinking Across the Disciplines:
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Megan Laverty
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90.
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Inquiry: Critical Thinking Across the Disciplines:
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Mark A. Runco
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91.
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Inquiry: Critical Thinking Across the Disciplines:
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Robert L. Williams
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The article describes practical and systematic procedures for assessing and promoting creativity in the classroom. Specifically, the article examines the possibility of operationally defining creativeperformance, assessing both the quantity and quality of creative responding, making the school environment more conducive to creative behavior, identifying instructional practices that promote creative performance, and strengthening creative behavior through appropriate consequences. the article concludes with the prospect of producing gains in creative behavior that generalize across time and tasks.
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92.
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Inquiry: Critical Thinking Across the Disciplines:
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Michael D. Mumford, Devin C. Lonergan, Ginamarie Scott
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Although many new ideas are generated, only a few are ever implemented. Thus, it seems reasonable to conclude that idea evaluation represents an important aspect of the creative process. In the present article, we examine the cognitive operations involved in idea evaluation. We argue that idea evaluation is a complex activity involving appraisal of ideas, forecasting of their implications, and subsequent revision and refinement. We note that the outcomes of these activities depend on both the standards applied in idea evaluation and the context surrounding evaluation of a new idea. Implications for the development of idea evaluation skills are discussed.
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93.
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Inquiry: Critical Thinking Across the Disciplines:
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Mark A. Runco
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94.
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Inquiry: Critical Thinking Across the Disciplines:
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John Follman, Danny O’Neal
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95.
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Inquiry: Critical Thinking Across the Disciplines:
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Christopher H. Skinner
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96.
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Inquiry: Critical Thinking Across the Disciplines:
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Renee Oliver, Christopher H. Skinner
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The current behavioral consultation case demonstrates how functional behavioral assessment (FBA) data, basic and applied research, teacher preferences, and contextual variables contribute to the decision making process when developing classroom intervention procedures. A male, African-American, fifth-grade general education student was initially referred for his inappropriate vocalizations duringtime designated for independent seatwork. FBA data suggested that this behavior was being reinforced with teacher attention. Additional data showed that he was failing to complete his assignments. An intervention was implemented where the student was given assignments one a time. He was instructed to solicit teacher attention and his next assignment after completing each assignment. Analysis ofteacher ratings for inappropriate vocalizations and assignment performance data suggest that the intervention was effective in increasing assignment completion and decreasing inappropriate verbalizations. Discussion focuses on how the various data playa role in the development and implementation of classroom intervention procedures.
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Inquiry: Critical Thinking Across the Disciplines:
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Gregg A. Johns
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This article presents a description of the procedures used by behavioral psychologists to intervene with behavioral excesses and deficits in educational and clinical settings. Its focus is to provide a fundamental overview of these services for the educator and direct care staff. The discussion covers the topics of functional analysis, behavioral assessment, the Stimulus-Organismic-Response-Consequence model (SORC), positive and negative reinforcement, and treatment acceptability. The importance of the educator and direct care staff member’s participation in the development of implementation of behavioral interventions is emphasized.
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98.
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Inquiry: Critical Thinking Across the Disciplines:
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Christine M. Bonfiglio, Edward J. Daly, III, Ruth A. Ervin
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This report describes a consultation case between a special education teacher and a school psychology student for a first grade student with a diagnosis of educable mental impairment. Adherence to data-based decision making and direct manipulation of hypothesized variables believed to be maintaining problem behaviors in the classroom revealed factors that were influencing the child’s behavior in the classroom. The teacher changed her behavior toward the student before a formal intervention plan could be developed and changes in student behavior were observed. Child outcomes were systematically measured. Also, the acceptability of the consultation process was assessed. Results are discussed in terms of the possible reactive effects to behavioral consultation and functional assessment that may occurfor teachers who see solutions enlerge during data-based consultative problem solving.
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Inquiry: Critical Thinking Across the Disciplines:
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LaRonta M. Upson, Christopher H. Skinner
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A teacher initially requested consultation services to address the behavior of three of her general education first grade students. This paper describes the decision rnaking process that led to the development of a class-wide intervention modeled after Barrish, Saunders, and Wolf’s (1969) Good Behavior Game. The paper focuses on how direct observation data, teacher and student input and preferences, andprevious research led to the development, implementation, and evaluation of an intervention that appeared to reduce disruptive behaviors across the entire class.
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100.
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Inquiry: Critical Thinking Across the Disciplines:
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T. Ross Owen
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