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Inquiry: Critical Thinking Across the Disciplines

Volume 25, Issue 1, Spring 2010
Critical Thinking and Disability in Higher Education

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Displaying: 1-10 of 10 documents


1. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Daniel Fasko, Jr. From the Editor’s Desk
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2. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Frank Fair INQUIRY in Transition: A Note to INQUIRY Readers
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3. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Amy L. Skinner Introduction to the Special Issue on Critical Thinking and Disability in Higher Education
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4. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Amy L. Skinner, Lee Ann R. Rawlins, Cynthia Hughes A Preliminary Investigation Comparing Academic Locus of Control and Perceived Quality of Academic Life across College Students with and without Disabilities
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In the current study we compared academic locus of control (ALoC) and perceived quality of academic life (PQAL) across three groups of university students: those without disabilities, those with attention deficit disorder or learning disabilities (ADD-LD), and those with other disabilities. Results showed no significant differences in ALoC scores, with each group reporting an internal ALoC. However, students with other disabilities (e.g., sensory, motor, chronic health, and/or mental health) reported significantly lower satisfaction with their overall quality of academic life than students without disabilities. Applied implications are discussed along with recommendations for further research.
5. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Donna Gilbertson, Sherrie Mecham, Kara Mickelson, Seth Wilhelmsen Training and Generalization of Study Skills for College Students with Disabilities
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This study utilized a multiple baseline design across two study skills to examine the impact of a self-monitoring checklist and follow-up performance feedback on the generalization of study skills for seven college students with disabilities. All training and follow-up support took place in a remedial college course. The accuracy of study skill use was analyzed to evaluate whether training gains occurred in a college level subject area different than the course in which the skills were taught in the absence of teacher-guided stimuli and verbal prompts. Results provide evidence that relatively simple, classroom-based training and follow-up support markedly increased the accurate use of the notetaking and study guide skills immediately for three of the seven students. However, following a booster session, all but one student’s performance increased following intervention. Results were socially validated by students who indicated they were generally satisfied with the intervention and found it to be useful when studying for the college class. This type of training is critical because low retention rates in college programs are a likely outcome for students with disabilities when study skills are not used.
6. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Juliann Mathis, Amy L. Skinner Enhancing Pre-Service Students’ Learning and Thinking about Bipolar Disorder Via Lecturer Descriptions of Living with Mental Illness
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Two lecture styles were examined to determine which was more effective for enhancing content learning in college students. The same experienced guest lecturer presented information about bipolar disorder (a combination of depression and mania) to college students in human service-related fields. Students in classes assigned to the control group received a standard, didactic lecture. In classes assigned to the experimental group, the presenter began the lecture by informing the students that she had bipolar disorder and enhanced the standard didactic lecture by interspersing descriptions of her personal experiences living with bipolar disorder. Content-specific pre-tests and post-tests developed by the researchers were used to compare acquisition of knowledge about the disorder across groups of students. Results showed that students who received the personal/experiential lecture acquired significantly more knowledge about bipolar disorder than did students who received the standard, didactic lecture. Theories and procedures that may enhance student learning and thinking in related areas are discussed.
7. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Katherine H. Greenberg Thinking about Critical Thinking: Disabilities and Learner-Centered Instructional Design from the Perspective of Mediated Learning Experience Theory
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This paper presents an analysis of commonly held views about critical thinking and how they relate to learning and teaching at the college level. It focuses on assumptions often held by researchers, such as those expressed in the three studies included in this issue, and considers as well the conclusions raised by these studies when addressing needs of those with disabilities. The theory of mediated learning experience offers a uniquely effective way to further critical thinking skills. The paper compares learner-centered vs. content-centered instructional design.
8. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
Graham McDonough For Goodness Sake: Religious Schools and Education for Democratic Citizenry
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9. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
David Kennedy Qu’est-ce qu’un homme? Dialogue de Leo, Chien sagace, et de son Philosophe, Dessins de Lionel Koechlin. [What is a man? A dialogue between Leo the wise dog and his philosopher. Drawings by Lionel Koechlin.]
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10. Inquiry: Critical Thinking Across the Disciplines: Volume > 25 > Issue: 1
The Texas State University System Board of Regents
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