Description
The importance of critical thinking has surged as academics in higher education realize that many students, upon entering college, lack the critical thinking skills necessary to succeed. While much has been written regarding the ‘lack’ of critical thinking, less has been written on the success of methods implemented to develop this fundamental skill.
The Handbook of Research on Advancing Critical Thinking in Higher Education explores the effective methods and tools being used to integrate the development of critical thinking skills in both undergraduate and graduate studies. Due to the difficulties associated with teaching critical thinking skills to learners of any age, this publication is a crucial addition to the scholarly reference works available to pre-service and early career teachers, seasoned educational professionals, professors across disciplines, curriculum specialists, and educational administrators.
Reviews and Testimonials
Scholars of education discuss higher education and critical thinking skills as developed in graduate and undergraduate students. The topics include the erosion of critical thinking development in post-secondary education: the need to return to liberal education, university teachers' interactions with their online students at an Australian university, teaching critical thinking and the role of team teaching, faculty support and guidance for promoting critical thinking in doctoral candidates, and the Japanese tertiary education system and its impact on economic conditions from 2000 to 2010: human capital formation.
– ProtoView Book Abstracts (formerly Book News, Inc.)
Author's/Editor's Biography
Sherrie Wisdom (Ed.)
Sherrie Wisdom is Supervisor of Graduate Research for the School of Education. Her professional education career includes consultation on educational research with doctoral students, experience with k-12 curriculum, teaching secondary mathematics and physics, and teaching college level physics and statistics. She earned an EdD in Educational Administration from Lindenwood University, a MA in Applied Mathematics from the University of Missouri – St. Louis, a MEd in Curriculum & Instruction: Mathematics & Physics from the University of Missouri – Columbia, and a Graduate Certificate in Institutional Research from the University of Missouri – St. Louis. Her research interests include Critical Thinking in Higher Education, NAIA to NCAA D-II Sports Transition, Global Perspective Characteristics of Lindenwood University Undergraduates, Progression and Persistence Characteristics of Lindenwood University EdD Students, and analysis with large-scale educational databases.
Lynda Leavitt (Ed.)
Lynda Leavitt is an Associate Professor, Department of Educational Leadership, School of Education and Editor of the Journal of Educational Leadership in Action, ELA at Lindenwood University. Dr. Leavitt’s experience includes general and special education administration and elementary teaching. She received a bachelor degree in Political Science from Central Missouri State University and a bachelor degree in Elementary and Special Education from the University of Missouri, St. Louis. Dr. Leavitt holds a Master of Arts in Curriculum and Instruction from National Louis University and a Master of Arts degree in International Studies from Lindenwood University. She also earned a doctorate in Educational Leadership from Saint Louis University. Research interests include global educational issues and developing ones global competence.