A Case Study Examining the Explicit Method of Critical Thinking Instruction in a Community College English Classroom

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dc.contributor.advisorO'Connor, John
dc.contributor.authorAlwine, Stacey
dc.creatorAlwine, Stacey
dc.date.accessioned2014-09-18T01:53:11Z
dc.date.available2014-09-18T01:53:11Z
dc.date.issued2014-05
dc.description.abstractThis case study explores the effects of an intervention lesson plan using the explicit method of critical thinking instruction. It has been shown that the explicit method of critical thinking instruction yields better learning results (Marin & Halpern, 2011). However, other studies have not investigated critical thinking abilities within the community college English classroom over a continuum--as a process with several products. The purpose of this study is to apply the explicit method of critical thinking instruction to my College Composition II class in hopes of improving students' critical thinking abilities and to discover what critical thinking learning looks like over a continuum. The methods for collecting data for this study will be qualitative using a case study methodology. The results of the study can be used to help other English instructors build lessons around critical thinking, specifically using the explicit method of instruction.
dc.format.extent217 pages
dc.identifier.urihttps://hdl.handle.net/1920/8839
dc.language.isoen
dc.rightsCopyright 2014 Stacey Alwine
dc.subjectCommunity college education
dc.subjectCommunity college
dc.subjectCritical thinking
dc.subjectEnglish
dc.subjectExplicit method
dc.titleA Case Study Examining the Explicit Method of Critical Thinking Instruction in a Community College English Classroom
dc.typeDissertation
thesis.degree.disciplineCommunity College Education
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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