The Validity of Higher-Order Questions as a Process Indicator of Educational Quality

Renaud, Robert; Murray, Harry G.

doi:10.1007/s11162-006-9028-1

Cited by 43 publications

(28 citation statements)

References 37 publications

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“…However, Wesp and Montgomery (1998) demonstrated changes in critical thinking using the ATS, which suggests that our null findings are not well accounted for by poor measurement sensitivity. Scores on a measure of general critical thinking improved from pre-to posttest in both groups, consistent with previous research (e.g., Renaud & Murray, 2007). This improvement did not differ across groups, however, possibly due to the discipline-specific context of experimental course instruction.…”

Section: Discussionsupporting

confidence: 88%

Changes in Critical Thinking Skills following a Course on Science and Pseudoscience: A Quasi-Experimental Study

McLean

Miller

2010

Teaching of Psychology

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We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal beliefs and increasing both abstract and psychology-specific critical thinking skills. However, the only difference that emerged between the courses was that the experimental course was superior with regard to reducing specific paranormal beliefs.

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Section: Discussionsupporting

confidence: 88%

Changes in Critical Thinking Skills following a Course on Science and Pseudoscience: A Quasi-Experimental Study

McLean

Miller

2010

Teaching of Psychology

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“…As a result, students' critical thinking disposition may not be expected to be a significant predictor of first-year GPA. Based on this reasoning, a replication of this study using second, third, and/or fourth year students which would cover a wider range of the amount of critical thinking required in coursework (Renaud and Murray 2007) and may find a stronger effect of critical thinking on GPA.…”

Section: Critical Thinking Disposition and The Academic Achievement Omentioning

confidence: 91%

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement

et al. 2008

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While a great deal of research has examined students' critical thinking skills, less is known about students' tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students' academic achievement. Perceived control, which has been found to be an important factor in college students' academic success, may be an important factor in developing this disposition. The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable cross-lag structural equation model, a reciprocal-effect was found whereby students' perceived academic control predicted their subsequent critical thinking disposition, and students' critical thinking disposition predicted their subsequent perceived academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found to have a stronger impact on students' GPAs than critical thinking disposition. Implications of fostering a critical thinking disposition and perceived academic control among college students are discussed.

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“…Questions can differ tremendously with respect to the cognitive challenge they pose to the respondent (Renaud and Murray 2007). If they merely require recognition and recall or aim to elicit answers that can easily be categorised as right or wrong they are usually referred to as lower-order or constrained questions.…”

Section: Structure and Quality Of Classroom Dialoguementioning

confidence: 99%

Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

Kärner

Warwas

2015

Empirical Res Voc Ed Train

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Background: Descriptive accounts of instruction in German vocational schools consistently indicate whole-class dialogue to be prevalent. We aim to extend previous research by elucidating pedagogically valuable dialogic practices that facilitate conceptual understanding, and by empirically investigating factors that promote or hinder student engagement in these practices. We focus on prior knowledge in the domain discussed, because knowledge differences count among the prime sources of heterogeneity among vocational students in Germany. However, with survey studies suggesting a decisive role of communication apprehension, we also intend to explore if feelings of uncertainty in ongoing verbal interactions moderate the knowledgeengagement relationship, while controlling for potential confounding and competing influences. Methods:The study employs a longitudinal, multi-method design. It combines video recordings of nine consecutive lessons about Economic Business Processes in two classes, preceding tests on intellectual abilities and economic literacy, questionnaire reports of teacher-student relations and instructional clarity, and Continuous State Sampling during instructional activities. Interactional features were classified by applying a fine-grained category system that distinguishes coordinating gestures as well as types and qualities of dialogic exchanges.Results and discussion: Hierarchical regression analyses provide some evidence that getting opportunities to engage in valuable components of classroom dialogue depend on domain-specific prior knowledge. Differential teacher treatment exists in cold calling strategies and demanding follow-up techniques, even after controlling for students' gender. Moderated regressions for effects of prior knowledge and situational uncertainty on students' communicative behaviours indicate that advanced knowledge structures do not affect the mere quantity of a student's verbal contributions. But they robustly predict the degree of elaboration in given answers, together with positive teacher-student-relations, and net of the influences of student gender and instructional clarity. Feelings of uncertainty neither keep students from participating in classroom dialogue nor impair the quality of their contributions. Open Access© 2015 Kärner and Warwas. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Kärner and Warwas Empirical Res Voc Ed Train (2015) 7:11 DOI 10.1186/s40461-015-0023-7 Page 2 of 26 Kärner and Warwas Empirical Res Voc Ed Train (2015) 7:11 Conclusions: Results suggest that domain-specific prior knowledge is not an indispensable prerequisite to contribute 'somehow' to classroom dialogue. However, it is a decisive...

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The Validity of Higher-Order Questions as a Process Indicator of Educational Quality

Cited by 43 publications

References 37 publications

Changes in Critical Thinking Skills following a Course on Science and Pseudoscience: A Quasi-Experimental Study

Changes in Critical Thinking Skills following a Course on Science and Pseudoscience: A Quasi-Experimental Study

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement

Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

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