A quantitative between-group design included two treatment groups and a control group to explore if teacher participation in critical thinking professional development impacted critical thinking skills in high school students. Treatment group TG1 included students from three class sections, and the teachers in this group enrolled in a structured asynchronous online professional development course with a weekly design. Treatment group TG2 consisted of students from three class sections, and the teachers enrolled in an asynchronous professional development with a modular design with no facilitator oversight. Both professional development treatments consisted of the same information. The control group CG1 included students from four class sections. The teachers of the control group students did not participate in any critical thinking professional development during the semester.
Based on results from dependent t tests, a statistically significant increase was seen in advanced level high school student's overall critical thinking skills, as well as analysis, inference, evaluation, induction, and deduction subsets, in both treatment group TG1, whose teacher was enrolled in PD1, a 15 week, structured asynchronous online professional development course by the Foundation for Critical Thinking, and treatment group TG2, whose teacher was enrolled in PD2, a semester-long asynchronous professional development course with the same material as PD1 but with a modular design that had no assignments or due dates. Using ANCOVA to analyze the differences between groups, statistically significant differences between the posttest mean of treatment group TG1 and treatment group TG2 were found in both overall critical thinking skills, and the inductive subset. Differences between treatment group TG1 and the control group CG1 were found in overall critical thinking, and analysis, inference, and induction subsets. There were no statistical differences between posttest means of treatment group TG2 and the control group CG1. This study could help provide direction for professional development in a subject that is currently underprovided in professional development.
|Commitee:||Everett, Dan, Sandidge, Christa|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Developmental psychology, Secondary education, Educational psychology, Cognitive psychology|
|Keywords:||Critical thinking, Critical thinking skills, High school, Higher order thinking skills, Professional development, Teacher education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be