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Writing and Critical Thinking : = A Case Study of Community College Students in English Courses.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Writing and Critical Thinking :/
其他題名:	A Case Study of Community College Students in English Courses.
作者:	Chen, Meghan Meichun.
面頁冊數:	1 online resource (145 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369781557

Writing and Critical Thinking : = A Case Study of Community College Students in English Courses.
Chen, Meghan Meichun.

Writing and Critical Thinking :A Case Study of Community College Students in English Courses. - 1 online resource (145 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this study was to examine whether a relationship exists between critical thinking and English writing courses among community college students. This examination aimed to expand current understanding of the role of writing courses in increasing students' critical thinking skills. Further, demographic variables that may have a role in students' critical thinking skills were explored. The researcher hypothesized that writing promotes critical thinking and the Cognitive Process Theory of Writing helps explain this relationship.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369781557Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Writing and Critical Thinking : = A Case Study of Community College Students in English Courses.
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100 1 $a Chen, Meghan Meichun. $3 1182669
245 1 0 $a Writing and Critical Thinking : $b A Case Study of Community College Students in English Courses.
264 0 $c 2017
300 $a 1 online resource (145 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Deborah F. Carter.
502 $a Thesis (Ph.D.) $c The Claremont Graduate University $d 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine whether a relationship exists between critical thinking and English writing courses among community college students. This examination aimed to expand current understanding of the role of writing courses in increasing students' critical thinking skills. Further, demographic variables that may have a role in students' critical thinking skills were explored. The researcher hypothesized that writing promotes critical thinking and the Cognitive Process Theory of Writing helps explain this relationship.
520 $a This study used a case study quantitative research design involving 110 students at one large, urban California community college. Students in two sections of basic skills English and two sections of college-level English completed the California Critical Thinking Skills Test (CCTST). As two distinct groups of students, they were treated as Study 1 and Study 2. Critical thinking skills are operationally defined by the CCTST as one overall score and five scale scores: Analysis, Inference, Evaluation, Induction, and Deduction (these were the dependent variables). The independent variables included academic and demographic variables. The academic variables were the number of units earned, the number of English courses taken, cumulative grade point average, the number of drafts required, final grade in the most recent English course, and Writing Intensive General Education courses taken. The demographic variables were gender, ethnicity, age, and family income. Sources of data included the students' scores on the CCTST, academic transcripts, and the curriculum descriptions of the English writing courses.
520 $a Statistical analyses and content analyses yielded these results for Study 1 and Study 2: 1. There was a relationship between writing and critical thinking. Writing Intensive General Education courses were positively correlated with critical thinking, although English writing courses were found to have an inverse relationship with critical thinking. Completing English writing courses was a statistically significant predictor of critical thinking and remained so when socioeconomic status was controlled for. 2. Cumulative grade point average predicted Inference and Deduction scale scores for Study 1, whereas it predicted overall CCTST scores for Study 2. 3. Gender had an inverse relationship with critical thinking in Study 1, but no correlation with CT in Study 2. 4. Ethnicity was positively correlated with critical thinking in Study 1, but not correlated with overall CCTST in Study 2. When socioeconomic status was controlled for, ethnicity replaced writing courses as a predictor for overall CCTST scores in Study 2.
520 $a In summary, writing promotes critical thinking, as seen in Writing Intensive General Education courses, and college-level English writing courses predict critical thinking. That English writing courses were inversely related to critical thinking indicated a need to examine the curriculum and assessment for critical thinking separately from writing skills. Results suggested that basic skills writing courses may be limited in their influence on students' critical thinking. One indication was that courses other than college-level English promoted critical thinking; another was that basic skills writing courses should contain more overt instruction in critical thinking if students are to be prepared for college-level writing and critical thinking. Furthermore, gender and ethnicity were important demographic factors to consider in the teaching and assessment of critical thinking. (Abstract shortened by ProQuest.).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Community college education. $3 1179956
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0275
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Claremont Graduate University. $b Educational Studies. $3 1179990
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269409 $z click for full text (PQDT)