Teaching Critical Thinking across the Curriculum

Chaffee, John W.

doi:10.1080/10790195.1988.10849930

Cited by 13 publications

(21 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The great shift from knowledge based instruction to a novel approach in which the main focus is to foster thinking ability of learners occurred as a result of the fact that educators noticed students had grew into inactive learners who are only capable of absorbing pre-planned amount of knowledge which is transferred to them. Despite the great shift in the acknowledgement of the significance of thinking ability, CT is barely taught directly in educational setting in a systematic way (Chaffee, 1992). The main concern since then was to devise strategies and techniques of how to transform important instructional objectives in real activities integrated into classrooms.…”

Section: Why and How To Teach Ct?mentioning

confidence: 99%

Critical Thinking: Frameworks and Models for Teaching

Fahim¹,

Eslamdoost²

2014

ELT

View full text Add to dashboard Cite

Developing critical thinking since the educational revolution gave rise to flourishing movements toward embedding critical thinking (CT henceforth) stimulating classroom activities in educational settings. Nevertheless the process faced with complications such as teachability potentiality, lack of practical frameworks concerning actualization of CT tasks, and transferability obstacles, as well as lack of a homogeneous model of conceptualization of CT among educators. The present study made an effort to represent a comprehensive model of CT for educators drawn on the contemporary literaturein order to indicate a uniform delineation of the construct and to offer a comprehensive model of CT for the intention of making boosting learners' capability of CT possible.

show abstract

Section: Why and How To Teach Ct?mentioning

confidence: 99%

Critical Thinking: Frameworks and Models for Teaching

Fahim¹,

Eslamdoost²

2014

ELT

View full text Add to dashboard Cite

show abstract

“…One can have knowledge about and an understanding of the Standards without fully understanding how to practically integrate them into curriculum planning, instruction, and assessment. A survey of midwestern foreign language teachers suggested that although teachers are aware of the Standards and believe that foreign language instruction should take place in the target language using communicative approaches, foreign language instruction usually follows a coverage model (Chaffee, 1992), where the course content is determined by the textbook and teaching is viewed as the transfer of information (Allen, 2002). The suggested implication for preservice foreign language teacher education is that:…”

Section: Standardsmentioning

confidence: 99%

How Foreign Language Teachers Get Taught: Methods of Teaching the Methods Course

Wilbur

2007

Foreign Language Annals

View full text Add to dashboard Cite

This study examined the methodological training of preservice secondary foreign language teachers through the lens of the college methodology course syllabus from 32 participating postsecondary institutions, survey data from the related methods instructors, and questionnaires from 10 of the instructors. The findings indicate that preservice foreign language methodological training, while based on common beliefs that theory informs practice and that the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999) should frame instruction and assessment, is accomplished in a great variety of ways. Most significantly, because there are few courses that address meeting the needs of diverse learners, preservice teachers may not be connecting an eclectic blend of instructional practices to learner needs. There is also evidence that while the Standards are recognized in theory as important to instruction, they are not being fully integrated into teaching practices.

show abstract

“…Research emphasizes the need for excellent communication skills in the workplace (Barton & Kirsch, 1990;Carnevale, Gainer, & Meltzer, 1988;Chaffee, 1988;Nellermoe, 1992;What Work Requires of Schools, 1991), but exactly which skills should receive the most emphasis in the business communication classroom? Should some skills be added and others deleted from the curriculum?…”

mentioning

confidence: 99%

Business Communication Competencies Needed by Employees as Perceived by Business Faculty and Business Professionals

Waner

1995

Business Communication Quarterly

View full text Add to dashboard Cite

Implementation of total quality management and continuous process improvement require validation of competencies by an institution's customers. This study was designed to determine if business faculty and business professionals perceive (a) business writing skills, (b) oral/interpersonal skills, (c) basic English skills, and (d) other business communication abilities with the same degree of importance. Four one-way analyses of variance revealed no significant difference between 35 business professionals and 30 business faculty concerning the four areas. However, when the 50 competencies within the four areas were ranked, some visible differences occurred in using the telephone and intercom, asking questions, and applying confidentiality. he increased emphasis toward total quality education, student and faculty accountability, and outcome-based education require evaluation and validation of the content of the undergraduate business communication course. During the past six years, Central Missouri State University (Central), a midsized regional institution, has adopted a new educational paradigm, Continuous Process Improvement (CPI). This paradigm espouses many of the principles of the total quality management (TQM) movement which is currently prevalent in business and industry. Two of several principles common to CPI and TQM include (a) explicitly stated outcomes (b) that have been validated by the organization's customers. Prospective employers and faculty members who are part of this study are some of the university's customers; others include students and alumni. The implementation of CPI and the total quality education process mandates that curriculum be validated by internal and external customers (faculty members and employers), hence the need for this study.Research emphasizes the need for excellent communication skills in the workplace (Barton & Kirsch,

show abstract

Teaching Critical Thinking across the Curriculum

Cited by 13 publications

References 2 publications

Critical Thinking: Frameworks and Models for Teaching

Critical Thinking: Frameworks and Models for Teaching

How Foreign Language Teachers Get Taught: Methods of Teaching the Methods Course

Business Communication Competencies Needed by Employees as Perceived by Business Faculty and Business Professionals

Contact Info

Product

Resources

About