Date of Award
1-1-1991
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Abstract
This Major Applied Research Project proposed three specific ways to improve the Critical Thinking Skills of students at the Carrie Downie Elementary School as measured by standardized achievement test results, increased placement of students in the Colonial School District's program for the gifted, and the inclusion of critical thinking skills in teacher's daily lessons. During the course of this project, 50 underachieving students were given a learning styles inventory to assess their specific learning needs. Inservice for teachers was conducted to review the results of this inventory and provided instruction in other areas related to thinking skills, such as questioning, concept formation, problem solving, and expanded thinking skills. This project grew out of the concerns expressed by teachers and the administration over the difficulty students are having. excessing and explaining mathematical concepts, comprehending stories and predicting outcomes. Through an analysis of standardized test scores, a review of the curriculum and relevant literature and the results of teacher questionnaires specific to teachers’ knowledge and use of critical thinking skills in their classrooms, strategies were developed to improve critical thinking skills. The key strategy components included inservice for teachers, special library programs for students reading above grade level and teacher modeling by the reading specialists for the general education teachers as they work with students achieving below grade level. Students’ test scores improved a minimum of five National Curve Equivalent points on the standardized test, concept formation, problem solving strategies and expanded thinking skills were in evidence in the classroom.