Date of Award
5-1-1988
Document Type
Thesis - NSU Access Only
Degree Name
Education Specialist
Department
Center for the Advancement of Education
Keywords
Critical Thinking, Coaching, Concept Attainment, Taba Inductive Thinking, Peer Coaching, Thinking, Teacher Strategies, Student Participation, School Achievement
Abstract
The author developed a critical thinking staff development program utilizing a coaching model. The program's objectives were to increase student participation and ultimately school achievement through direct instruction in critical thinking. The strategy was administered over a ten week period. The writer trained four teachers representative of grades 9-12 from different curricula areas grade and ability levels. Classes were presented in two critical thinking strategies, concept attainment development by Jerome Bruner and Taba inductive developed by Hilda Taba. A coaching model based on Bruce Joyce and Beverly Showers' work was utilized as a means of implementation. An initial staff critical thinking needs assessment directed the goals of the program. The writer inserviced the teachers by demonstrating the strategy and model the coaching process. The observation tools on participation, quality response through thinking types and adherence to the model were utilized throughout the training. Three weeks were used for coaching a model before the cycle was repeated for the second model. The project met its goals as documented through increased student participation and quality response through the pre and post observation tools. In addition, staff and student final program evaluations assessed the models as well as the program's design and implementation. Appendices include critical thinking staff needs assessment, instruments of documentation, critical thinking staff development timeline, concept attainment analysis, planning guide for concept attainment model and concept attainment observation tools.