Fostering Critical Thinking Through Effective Pedagogy: Evidence from Four Institutional Case Studies

By Lisa Tsui. 2002

355 citations recorded by the source corpus.

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Citations in the corpus

A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students (2005, background): “Tsui (2002) argues that “studies on critical thinking have not displayed great variation in research design” (p. 742), with most inquiry relying extensively on quantitative methodologies.”
The relationship between the critical thinking skills and the academic language proficiency of prospective teachers (2013, background): “The test is based on the construct of academic literacy and has proved to be a very reliable measure with an average Cronbach Alpha of 0.85 for the TAG and 0.90 for the TALL (Van Der Slik & Weideman, 2009).”
Assessing and Improving the Quality of Group Critical Thinking Exhibited in the Final Projects of Collaborative Learning Groups (2006, background): “The priority relegated to assessing this skill undoubtedly reflects long-standing institutional concerns about the “inadequate” level of critical thinking “displayed by students” (Tsui, 2002, p. 740), as well as demands on the New Academy for accountability.”
Strategies for Teaching Students to Think Critically (2015, background): “It is not surprising, then, that it is highly valued by numerous educators, parents, and policymakers (e.g., Bloom & Watt, 2003; Jefferson, 1829; Tsui, 2002).”
Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies (2013, neutral): “A suite of instructional strategies, which are suggested as useful to promote students’ CT is available (e.g., Beyer, 2008; Ennis, 1989; Halpern, 1998; Paul, 1993; Tsui, 2002).”
Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature (2011, background): “However, they debate if and how such skills could be promoted through instruction (Tsui, 2002).”
Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course (2013, background): “Therefore, investigating the effects of specific instructional strategies using direct indicators and observational data is needed because studies addressing classroom experiences with active learning tend to rely on self-reported data (Tsui 2002).”
The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills (2012, background): “This suggests that the development of critical thinking may entail thinking and analyzing multiple ideas instead of retrieving and recognizing correct answers, which is consistent with what Tsui (2002) found in her study.”
Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis (2008, background): “In the United States, “a national survey of employers, policymakers, and educators found consensus that the dispositional as well as the skills dimension of critical thinking should be considered an essential outcome of a college education” (Tsui, 2002, 740–741).”
Deficient Critical Thinking Skills among College Graduates: Implications for leadership (2012, background): “‘Although Americans today are more highly educated than ever before, they are not necessarily better educated’ (Tsui, 2002, p. 740).”