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ERIC Number: EJ1220781
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-3667
EISSN: N/A
Undergraduate Critical-Thinking Development: Permitted, Prompted, or Pushed?
Halx, Mark D.; Reybold, L. Earle
Journal of General Education, v66 n3-4 p114-135 2017
This qualitative study explores undergraduate critical-thinking development from the perspective of students, faculty, and academic affairs administrators. We interviewed three different student cohorts at the end of both the first and second semesters of their first year at a selective liberal arts university in south/central Texas. We also interviewed all faculty members who taught these students, as well as the entire academic affairs staff that provided oversight during the year of the study. We found three distinct and viable approaches to critical-thinking development, but one stood out from the others as the most reliable means to stimulate early development.
Pennsylvania State University Press. 820 North University Drive, USB 1 Suite C, University Park, PA 16802. Tel: 800-326-9180; Tel: 814-865-1327; Fax: 814-863-1408; e-mail: info@psupress.org; Web site: http://www.psupress.org/journals/jnls_jge.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A