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ERIC Number: EJ824173
Record Type: Journal
Publication Date: 2004-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1464-7893
Knowing What It Takes: The Effect of Perceived Learner Advantages on Dance Teachers' Use of Critical-Thinking Activities
Warburton, Edward C.
Research in Dance Education, v5 n1 p69-82 Apr 2004
The "Critical Thinking Belief Appraisal" was administered to practicing dance teachers (n = 52) in the USA to investigate their beliefs (and use of) critical-thinking activities with high-advantage and low-advantage learners. Results point to an "advantage effect" in dance teachers' beliefs about critical thinking: the higher the perceived learner advantages, the more likely teachers are to favor high critical-thinking activities. This effect also appears to be a more absolute belief in the efficacy of teaching high-advantage learners than previously thought. These results extend to teachers' classroom behavior as well as their espoused beliefs and are not an artifact of teachers' critical-thinking ability and disposition, or their need for social approval. Implications and the need for further research are discussed. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York