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Journal of Developmental… | 36 |
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Elder, Linda | 36 |
Paul, Richard | 34 |
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Journal Articles | 36 |
Reports - Descriptive | 20 |
Opinion Papers | 18 |
Reports - Evaluative | 2 |
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Peer reviewed
Paul, Richard; Elder, Linda – Journal of Developmental Education, 1999
Advocates teaching critical thinking through showing students the logic of a subject. Uses one example of instruction in history that allows students to think their way through the logic of the subject rather than memorize bits and pieces of someone else's thought (never grasping its logic). (VWC)
Descriptors: Critical Thinking, History Instruction, Instructional Design, Instructional Innovation
Peer reviewed
Elder, Linda – Journal of Developmental Education, 1997
Asserts that students' emotions should be nurtured in the educational process to help foster positive reactions to instructional materials. States also that the relationship between the cognitive function of the mind and the affective, or feeling, dimension must be understood so that students will develop critical-thinking skills. (VWC)
Descriptors: Affective Behavior, Classroom Techniques, Cognitive Development, Cognitive Processes
Peer reviewed
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2001
Argues that students should continuously question the purpose of their daily classroom activities and assignments. Explains that when students are required to consider purpose, they begin to develop important intellectual skills, and to bring relevance to their critical thinking and daily life. (NB)
Descriptors: Community Colleges, Critical Thinking, Evaluative Thinking, Learning Strategies
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2004
This column discusses the art of engaging text while reading. To read closely, students must get beyond impressionist reading. They must come to see that simply deciphering words on a page and getting some vague sense of what is there does not translate into substantive learning. Instead, they must learn that to read well is to engage in a…
Descriptors: Reading Comprehension, Critical Thinking, Reading Processes, Critical Reading
Paul, Richard; Elder, Linda – Journal of Developmental Education, 2004
The "Critical Thinking and the Art of Close Reading" series (which includes this column and three others) focuses on some of the most basic understandings necessary for close reading (Paul & Elder, 2003). To read well, in addition to having these understandings, students must be able to identify the big picture within a text, to determine the key…
Descriptors: Reading Skills, Reading Comprehension, Thinking Skills, Critical Thinking
Elder, Linda; Paul, Richard – Journal of Developmental Education, 2004
The typical college student is unable to deeply comprehend what he or she reads. Most students have few, if any, intellectual tools that would enable them to read deeply, and then apply what they have read. The "Critical Thinking and the Art of Close Reading" series (which includes this column and the past three columns) focuses on some of the…
Descriptors: Reading Skills, Reading Comprehension, Thinking Skills, Critical Thinking