Thinking Beyond the Text: Examining Teachers’ Dispositions of Critical Thinking in Elementary Social Studies Classrooms Through the Use of Socratic Seminars

<p>Research shows that students need opportunities to engage in strategies that will enhance their critical thinking skills. With pressure on teachers to prepare students for state assessments, teachers teach to the test, not giving students chances to dialogue with their peers. To produce citizens in a genuinely democratic world, the voices of students is crucial. Socratic Seminar is a classroom methodology that can foster critical thinking skills and cultivate a democratic learning environment. The purpose of this participatory action research study is to examine teachers’ dispositions of critical thinking in elementary social studies classrooms as students think beyond the text. This research also examines coaching considerations, teachers’ provisions of coaching, and challenges faced when executing Socratic Seminars.</p>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2019

Author dc:creator

• Hunter, Jacqueline

Contributors dc:contributor

• Dr. Theresa Alviar-Martin
• Dr. Daphne Hubbard-Berry

• higher-order thinking questions
• critical thinking
• Socratic Seminars
• coaching
• Education

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/37

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1040