Graduate Thesis Or Dissertation

 

Relationship of teacher behaviors and characteristics to critical thinking skills among middle level students Public Deposited

Downloadable Content

Download PDF
https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cn69m677h

Descriptions

Attribute NameValues
Creator
Abstract
  • The purpose of this study was to investigate the effect of teachers' behaviors and characteristics upon the development of student mathematical critical thinking skills. From a pool of 20 teachers, whose students had been pre- and post-tested for a measure of critical thinking skills, 10 middle level teachers were selected to complete extensive questionnaires on their backgrounds and experiences, submit videotaped records of classroom activity, and to maintain detailed data on their classroom actions. The teachers were ranked in accordance with their respective classes' mean gain scores on the assessment tool. From the pool of 20 teachers, the top-ranked 25% (five teachers) and the bottom-ranked 25% (five teachers) were selected for the study. Extremes of the ranking order were used to increase the probability of determining potential differences in teacher behaviors and characteristics between the two groups. The two extremes were thus placed in two groups to identify those variables which contributed to differences between the groups. Identified variables from pairwise comparisons of the teachers within each group were analyzed, following corroboration from a minimum of three data sources, to generate groups profiles. A 5 x 5 matrix was constructed for each potential group variable. Comparisons were conducted between all pairs of teachers within each group, and the differences between the two groups were compiled in the form of group profiles. The five top-ranked teachers, based upon student performances, were distinguished from the lowest-ranked five teachers by greater use of small group instruction, math manipulatives, and warmup activities; as well as by provision for teaching higher-order thinking skills, frequency of transitions between classroom activities, and the use of activities which required the application of concepts. The lowest-ranked teachers were characterized by the greater frequency of teacher-directed instruction, a higher amount of computer usage, assignment of individual student work, highly structured classes, and extensive reliance on textbooks as the primary source of instructional materials.
Resource Type
Date Available
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Academic Affiliation
Non-Academic Affiliation
Subject
Rights Statement
Publisher
Peer Reviewed
Language
Digitization Specifications
  • File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
Replaces
Additional Information
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-12-19T20:10:11Z (GMT) No. of bitstreams: 1 CaveLindaM1993.pdf: 7324594 bytes, checksum: 419f93ce2b7ad5f650683661454d88bc (MD5)
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-02-13T22:21:40Z (GMT) No. of bitstreams: 1 CaveLindaM1993.pdf: 7324594 bytes, checksum: 419f93ce2b7ad5f650683661454d88bc (MD5)
  • description.provenance : Submitted by Kaylee Patterson (kdpscanner@gmail.com) on 2012-12-14T20:21:58Z No. of bitstreams: 1 CaveLindaM1993.pdf: 7324594 bytes, checksum: 419f93ce2b7ad5f650683661454d88bc (MD5)
  • description.provenance : Made available in DSpace on 2013-02-13T22:21:40Z (GMT). No. of bitstreams: 1 CaveLindaM1993.pdf: 7324594 bytes, checksum: 419f93ce2b7ad5f650683661454d88bc (MD5) Previous issue date: 1992-12-11

Relationships

Parents:

This work has no parents.

In Collection:

Items