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ERIC Number: ED019288
Record Type: RIE
Publication Date: 1968-May-27
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A CURRICULAR STUDY CONCERNED WITH THE PROCESS AND THE PRODUCT OF AN ENGLISH-EDUCATION COURSE AND ITS EFFECTS UPON EXPERIENCED TEACHERS' ABILITIES TO THINK CRITICALLY. INTERIM REPORT.
MARY CONSTANTINE, SISTER, S.S.J.
THIS REPORT OF THE ILLINOIS STATE-WIDE CURRICULUM STUDY CENTER IN THE PREPARATION OF SECONDARY SCHOOL ENGLISH TEACHERS (ISCPET) DESCRIBES AN INSERVICE TRAINING COURSE FOR 42 TEACHERS IN 1965-66 WHICH TESTED THE HYPOTHESIS THAT SUCH A COURSE COULD IMPROVE TEACHERS' ABILITIES TO THINK CRITICALLY. GUILFORD'S INTELLECT STRUCTURE MODEL WAS USED TO STUDY THE OPERATIONS OF THE MIND AND TO PLAN INSTRUCTION. THE EXPERIMENT WAS DESIGNED TO DEMONSTRATE THAT CRITICAL THINKING DEMANDS VARIED, SPECIFIC, SEPARABLE, AND MEASURABLE ABILITIES. THE CHARACTERISTIC FEATURE WAS ALERTING TEACHERS TO THE IMPORTANCE OF TEACHING FOR THINKING, INFORMING THEM ABOUT THE OPERATIONS OF THE MIND, AND APPLYING SUCH INFORMATION TO CLASSROOM INSTRUCTION. VARIOUS LEARNING ACTIVITIES CAN BE BASED ON THE ASSUMPTIONS (1) THAT THINKING IS A PROCESS, NOT A RESULT, (2) THAT A STIMULATING SCHOOL ATMOSPHERE IS A NECESSARY FACTOR FOR THE VARIOUS SKILLS TO BE DEVELOPED, AND (3) THAT THE SKILLS OF THINKING MUST BE THE TEACHER'S IMMEDIATE AND CONTINUOUS OBJECTIVE. THE POSSIBILITY OF SETTING UP CRITICAL THINKING AS AN INTEGRATING PRINCIPLE OF INSTRUCTION WAS CONSIDERED. TESTS USED WERE THE "WATSON-GLASER CRITICAL THINKING APPRAISAL" AND AN ADAPTATION OF THE "DRESSEL-MAYHEW TEST." POSITIVE BUT STATISTICALLY NONSIGNIFICANT GAINS WERE MADE IN BOTH. (THIS DOCUMENT IS ALSO AVAILABLE (LIMITED SUPPLY, FREE) FROM ISCPET, 1210 WEST CALIFORNIA, UNIV. OF ILL., URBANA, ILL. 61801.) SEE ALSO TE 000 469. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers, Urbana.
Identifiers: Illinois (Chicago); Loyola University of Chicago IL; PROJECT ENGLISH