About Site Language

WHDL is viewable in multiple languages. Use the pull-down menu to select a language to view the site.

I changed my language, but I’m still seeing resources in the other languages?

If a resource or text has not been translated into your selected language, it will appear in the initially added language. We are always looking for help translating these resources. If you can help, contact us!

WHDL - 00014627

An investigation of the relationship between student critical thinking skills and professional development

Jennifer McAdam

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Northwest Nazarene University

Description / Abstract

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.

Download this Resource

Download Free from WHDL

Download as a PDF: An investigation of the relationship between student critical thinking skills and professional development
File Size Small - 1.6 MB

Go to Download Information

Subject Index

Copyright Notes

This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.

KeywordsCritical thinking, Professional development, Critical thinking assessment, High school, Teacher education

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding Institution Northwest Nazarene University

Committee MembersChrista Sandidge, Dan Everett, Heidi Curtis, LoriAnn Sanchez

Supervisor or ChairLynn Bohecker

Peer Reviewed?No

Keep Browsing