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Article
Publication date: 1 October 1997

Alan Reinstein and Mohamed E. Bayou

Explains that many prestigious bodies, including the American Assembly of Collegiate Schools of Business and the Accounting Change Commission, have asked accounting…

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Abstract

Explains that many prestigious bodies, including the American Assembly of Collegiate Schools of Business and the Accounting Change Commission, have asked accounting educators to improve their students’ critical thinking skills. Suggests that the literature contains few examples of how to apply such skills in an accounting environment and how to teach such skills as efficiently as possible. Explains and provides examples of such critical thinking skills. Shows how to incorporate such skills in the classroom.

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Managerial Auditing Journal, vol. 12 no. 7
Type: Research Article
ISSN: 0268-6902

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How to Evaluate the Effectiveness of a School-Based Intervention: Evaluating the Impact of the Philosophy for Children Programme on Students' Skills
Type: Book
ISBN: 978-1-80043-003-7

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Article
Publication date: 21 May 2021

Anna Berestova, Sergey Kolosov, Milena Tsvetkova and Elena Grib

The study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of…

Abstract

Purpose

The study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of students. The purpose of the study is to define the relationship between academic motivation and critical thinking.

Design/methodology/approach

The study involved a survey based on the academic motivation scale. A total of 520 students from four universities in Russia and one Bulgaria University were interviewed.

Findings

The analysis of the questionnaires showed that among the students surveyed the types of motivation contributing to self-development and analysis predominate, namely self-development, cognitive, achievement and self-esteem motivation. The null hypothesis of the study that there was no difference between the average score of the critical thinking test (Watson Glaser Critical Thinking Appraisal, WGCTA) for total sample and the results of students with dominant types of academic motivation that contribute to critical thinking was rejected.

Originality/value

It was revealed that academic motivation has a notable effect on critical thinking and can become a predictor of its development. Several ways have been proposed to track and help students with low academic motivation: regular testing, identification of students with amotivation and strong extrinsic motivation, and psychological support for such students.

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Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

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Publication date: 28 August 2020

Lindsey Conner and Yetunde Kolajo

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught…

Abstract

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.

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Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

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Article
Publication date: 1 July 1996

Lydia L.F. Schleifer and Mary Brady Greenawalt

Defines critical thinking as the art of examining an issue from numerous perspectives, questioning the validity of both the premisses and the conclusions. Critical thinking

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3984

Abstract

Defines critical thinking as the art of examining an issue from numerous perspectives, questioning the validity of both the premisses and the conclusions. Critical thinking skills are essential to the internal auditor’s function. A recent update of the common body of knowledge (CBOK) reflects this expectation by the internal auditing profession. Respondents ranked reasoning skills, which essentially are critical thinking skills, as the most important subject area. Discusses several definitions and frameworks of critical thinking, including a critical thinking framework that is both comprehensive and useful in describing what the internal auditor does. This framework includes affective, cognitive, and behavioural components which basically describe the attitudes, thought processes and actions that are essential to the critical thinker and to the internal auditor. The internal auditing classroom is an appropriate setting for the internal auditor to begin honing the critical thinking skills demanded by the profession. Arguments are presented for the importance of teaching in a way that encourages critical thinking in the classroom, with the goal being transferability to the workplace. Describes two assignments that have proved useful in developing critical thinking skills.

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Managerial Auditing Journal, vol. 11 no. 5
Type: Research Article
ISSN: 0268-6902

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Article
Publication date: 3 May 2016

Cathy Howlett, Jo-Anne Ferreira and Jessica Blomfield

This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant…

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2776

Abstract

Purpose

This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking.

Design/methodology/approach

In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach.

Findings

Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability.

Research limitations/implications

Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education.

Practical implications

More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems.

Social implications

Social implications include a more effective and socially just higher education for sustainability

Originality/value

The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 3
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 30 August 2021

Oluseyi Matthew Odebiyi

The purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies…

Abstract

Purpose

The purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.

Design/methodology/approach

This study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.

Findings

The results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.

Originality/value

The study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.

Details

Social Studies Research and Practice, vol. 16 no. 3
Type: Research Article
ISSN: 1933-5415

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How to Evaluate the Effectiveness of a School-Based Intervention: Evaluating the Impact of the Philosophy for Children Programme on Students' Skills
Type: Book
ISBN: 978-1-80043-003-7

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Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-872-8

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Article
Publication date: 8 June 2020

Monirul Azam

This paper aims to evaluate how critical thinking be integrated in intellectual property (IP) law teaching.

Abstract

Purpose

This paper aims to evaluate how critical thinking be integrated in intellectual property (IP) law teaching.

Design/methodology/approach

It used doctrinal methods based on existing pedagogical scholarship in the field of effective teaching and learning at the university level.

Findings

It demonstrated how the use of critical thinking in IP law education could facilitate deeper understanding of IP law issues from different socio-economic, environmental, historical and political dimensions.

Research limitations/implications

It is yet to be tested for practical application in other jurisdictions and students having background from diverse socio-economic and cultural settings.

Practical implications

The application of critical thinking in IP law could help students to apply IP law from practical perspectives to meet societal objectives and business interests as well.

Social implications

This will facilitate in broader societal understanding in using IP law to achieve sustainable development goals.

Originality/value

Till date, little work has been undertaken on the use of critical thinking in IP law teaching. Therefore, this study tried to make a unique contribution to incorporate critical thinking in IP law education.

Details

International Journal of Law and Management, vol. 62 no. 5
Type: Research Article
ISSN: 1754-243X

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