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Inquiry: Critical Thinking Across the Disciplines

Behavioral Psychology in the Schools

Volume 21
Inquiry and Critical Thinking in School-Based Problem Solving

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Displaying: 1-20 of 22 documents


articles
1. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
Awad Ibrahim Thinking Critically, Choosing Politically: Anti-racism and/or Multiculturalism Education (?)
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2. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
Don Fawkes Reliance on Indicator Terms is not Critical Thinking
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3. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
William Irwin, Gregory Bassham Depression, Informal Fallacies, and Cognitive Therapy: The Critical Thinking Cure?
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4. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
Christopher A. Pynes A Modern Analytic Socrates and Meno’s Paradox: A Dialogue
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5. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
John Follman, Danny O’Neal Critical Thinking 21st Century Computer Literature Search Databases in Nursing: Caveat Emptor
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reprint
6. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
Don Fawkes, Tom Adajian, Dan Flage Examining the Exam: A Critical Look at the Watson-Glaser Critical Thinking Appraisal Exam
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This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam. (1980) Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16,37, 45, 60, 63, 64, 65, 66, and 67. As shown in this report, the exam creates confusion and makes basic errors in critical thinking in a number of areas, and therefore, lacks content quality in these areas, Hence, no statistical results pertaining to the administration of these areas to students can be informative. We find the remaining areas acceptable as to content. But until the problems are corrected, we can only recommend that those who may use the exam remove the defective parts from test administration or from data collection and reporting. We recommend the former, because of the wasted time involved in the latter. This would amount to administering only 14 questions, i.e. test 3 with questions 37 and 45 eliminated.We also find the scope of the exam to be quite limited, but allow that this may be unavoidable for any instrument designed to be completed in about an hour. We further recommend the use of several tests, rather than one; and, that any such results be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking.
book review
7. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 3
Megan Laverty Philosophy
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articles
8. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 4
Christopher H. Skinner Inquiry and Critical Thinking in School-Based Problem Solving: Behavioral Psychology in the Schools
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9. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 4
Renee Oliver, Christopher H. Skinner Using Data-Based Decision Making to Develop and Evaluate an Intervention to Decrease Inappropriate Vocalizations and Increase Assignment Completion
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The current behavioral consultation case demonstrates how functional behavioral assessment (FBA) data, basic and applied research, teacher preferences, and contextual variables contribute to the decision making process when developing classroom intervention procedures. A male, African-American, fifth-grade general education student was initially referred for his inappropriate vocalizations duringtime designated for independent seatwork. FBA data suggested that this behavior was being reinforced with teacher attention. Additional data showed that he was failing to complete his assignments. An intervention was implemented where the student was given assignments one a time. He was instructed to solicit teacher attention and his next assignment after completing each assignment. Analysis ofteacher ratings for inappropriate vocalizations and assignment performance data suggest that the intervention was effective in increasing assignment completion and decreasing inappropriate verbalizations. Discussion focuses on how the various data playa role in the development and implementation of classroom intervention procedures.
10. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 4
Gregg A. Johns How Behaviorists Treat Behavior Problems: Critical Thinking about Functional Analysis
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This article presents a description of the procedures used by behavioral psychologists to intervene with behavioral excesses and deficits in educational and clinical settings. Its focus is to provide a fundamental overview of these services for the educator and direct care staff. The discussion covers the topics of functional analysis, behavioral assessment, the Stimulus-Organismic-Response-Consequence model (SORC), positive and negative reinforcement, and treatment acceptability. The importance of the educator and direct care staff member’s participation in the development of implementation of behavioral interventions is emphasized.
11. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 4
Christine M. Bonfiglio, Edward J. Daly, III, Ruth A. Ervin Facilitating Teacher Inquiry Through Data-Based Behavioral Consultation and Functional Assessment in a Special Education Classroom
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This report describes a consultation case between a special education teacher and a school psychology student for a first grade student with a diagnosis of educable mental impairment. Adherence to data-based decision making and direct manipulation of hypothesized variables believed to be maintaining problem behaviors in the classroom revealed factors that were influencing the child’s behavior in the classroom. The teacher changed her behavior toward the student before a formal intervention plan could be developed and changes in student behavior were observed. Child outcomes were systematically measured. Also, the acceptability of the consultation process was assessed. Results are discussed in terms of the possible reactive effects to behavioral consultation and functional assessment that may occurfor teachers who see solutions enlerge during data-based consultative problem solving.
12. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 4
LaRonta M. Upson, Christopher H. Skinner A Demonstration of Class-wide Data-based Decision Making
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A teacher initially requested consultation services to address the behavior of three of her general education first grade students. This paper describes the decision rnaking process that led to the development of a class-wide intervention modeled after Barrish, Saunders, and Wolf’s (1969) Good Behavior Game. The paper focuses on how direct observation data, teacher and student input and preferences, andprevious research led to the development, implementation, and evaluation of an intervention that appeared to reduce disruptive behaviors across the entire class.
13. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
T. Ross Owen Call tor Papers: Critical Thinking & Adult Literacy; Critical Thinking & Family Literacy
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14. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Jonathan A. Plucker Introduction to the Special Issue on Giftedness and Critical Thinking
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15. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Stuart N. Omdal, Jann Harper Leppien Thinking Skills in Gifted Education
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16. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Jeffrey A. Nowak, Jonathan A. Plucker Do as I Say, Not as I Do?
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Problem-based leaming (PBL) is an increasingly popular curricular technique for developing academic and intellectual talent. Aligning PBL activities and subsequent student assessment often proves to be difficult for teachers, with many PBL activities followed by traditional, pencil-and-paper assessments. This misalignment confuses students by disrupting their understanding of teacher expectations. In this paper, we discuss the importance of instruction-assessment alignment during PBL and provide detailed examples of exemplary units.
17. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
Ronald A. Beghetto Thinking about the Outside ot the Box: A Pedagogical Framework For Thinking Critically About Creativity
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Post-secondary students in the applied professions (e.g., business, education, psychology) often see the value of creativity to their future work, but have never had the opportunity to critically examine their assumptions about creativity. A more critically examined and substantiated understanding of creativity can go a long way in helping pre-professional students consider how creativity might be best applied and cultivated in their future professional work. The purpose of this article is to discuss how principles of critical thinking can be brought to bear on understanding creativity. First, a discussion of the importance of critically examining the basic assumptions surrounding creativity will be presented. Then, a pedagogical framework for incorporating critical thinking into the examination of creativity will follow. Finally, an example of how the model might: be used with post-secondary students will be presented, followed by a brief conclusion.
18. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 2
M. Neil Browne Call For Papers: Critical Thinking as an Interpersonal Experience
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19. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 1
Robert L. Williams, Stephen L. Worth The Relationship of Critical Thinking to Success in College
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The definition, assessment, predictive validity, demographic correlates, and promotion of critical thinking at the college level are addressed in this article. Although the definitions of critical thinking vary substantially, a common theme is the linkage of conclusions to relevant evidence. Assessment measures range from quasi-standardized instruments to informal class assessment and include both generic and subject-specific formats. Although critical thinking potentially serves both as a predictor of college success and as a criterion of suceess, its greater utility may be as a predictor. nonetheless, the college experience in general and critical thinking courses in particular offer some promise for promoting critical thinking. However, efforts to infuse critical thinking activities into subject-specific courses have produced marginal improvement in critical thinking.
20. Inquiry: Critical Thinking Across the Disciplines: Volume > 21 > Issue: 1
Andrés Mejía D. Reconstruction in Criticality: A Discussion on Questions, Assumptions, and Interpretation
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Some authors have argued that consideration of alternative claims, theories, or worldviews is necessary for a proper or sound critical assessment of a claim or set of claims. However, an understanding of interpretation and beliefs as inherently holistic suggests that interpretation already involves the recogllition of alternatives, and that therefore assessment also necessarily involves their comparison. Starting from this idea, it will be argued that presuppositions can be regarded as limits to the range of alternatives that are considered by the author of the claims, as seen by an interpreter making the assessment. However, a result of this consists in the fact that these assumptions can only be found in the conversational interaction between the author’s and the interpreter’s broader belief systems. Some implications for a conversational form of criticality will also be derived from here.