{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125588"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125588","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The impact of modified pedagogical practices based on the research skill development framework on the acquisition of higher order thinking skills: A comparative study","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","abstract_has_math":false,"creators":["Gurumurthi, Swamy"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Kalantzis, Mary","Cope, Bill","Herrera, Linda","Montebello, Matthew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-07-12","date_published":"2024-07-12","updated_at":"2026-07-22T22:25:02Z","subjects":["21st-century Skills","Collaboration","Blooms' Taxonomy","Pedagogy"],"languages":["en","eng"],"rights":["Copyright 2024 Swamy Gurumurthi"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125588","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kalantzis, Mary","Cope, Bill","Herrera, Linda","Montebello, Matthew"]},{"key":"dc:creator","label":"Author","values":["Gurumurthi, Swamy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-07-12","2024-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["21st-century Skills","Collaboration","Blooms' Taxonomy","Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Swamy Gurumurthi"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125588"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","The student, Swamy Gurumurthi, accepted the attached license on 2024-07-09 at 10:44.","The student, Swamy Gurumurthi, submitted this Dissertation for approval on 2024-07-09 at 10:58.","This Dissertation was approved for publication on 2024-07-12 at 06:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21003 on 2025-02-04 at 21:04:44","Education, the backbone of the future, should be consistently innovative in addition to holding on to already proven existing standards. This study examines the impact of the pedagogical practices revised based on an innovative educational framework, the Research Skill Development framework, developed in 2021 by the author. Bloom’s taxonomy action words, India’s National Education Policy 2020, and various 21st-century skills frameworks are integrated to devise the Research Skill Development framework, which intends to teach higher order thinking skills to students in the Bloom’s way—old wine in a new bottle. A mixed methods comparison study was conducted in two K-12 schools in India, one experimental and one comparison school. The study involved the analysis of test performances in Science among fifth-grade students and interviews with teachers and students from both schools regarding their perspectives on pedagogical practices and opinions about classroom activities, respectively. The findings of this study reveal the significant mean difference and the effect sizes ranging from moderate to strong in the test performance between both the groups, indicating the impact of revised pedagogical practices in the experimental school on the attainment of higher order thinking skills in the experimental group. The qualitative analysis of teachers and students of both schools using interviews provides critical views on revising pedagogical practices reflected through their opinions on professional training, pedagogical practices, lesson-planning time, and methods to incorporate higher order thinking skills (teachers’ perspectives) and classroom activities, such as group presentation, peer questioning, and debates; interest toward a subject; collaborating with friends; and enjoying learning (students’ opinions)."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The impact of modified pedagogical practices based on the research skill development framework on the acquisition of higher order thinking skills: A comparative study"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, Bill","Herrera, Linda","Montebello, Matthew"],"dc:creator":["Gurumurthi, Swamy"],"dc:date":["2024-07-12","2024-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","The student, Swamy Gurumurthi, accepted the attached license on 2024-07-09 at 10:44.","The student, Swamy Gurumurthi, submitted this Dissertation for approval on 2024-07-09 at 10:58.","This Dissertation was approved for publication on 2024-07-12 at 06:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21003 on 2025-02-04 at 21:04:44","Education, the backbone of the future, should be consistently innovative in addition to holding on to already proven existing standards. This study examines the impact of the pedagogical practices revised based on an innovative educational framework, the Research Skill Development framework, developed in 2021 by the author. 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The qualitative analysis of teachers and students of both schools using interviews provides critical views on revising pedagogical practices reflected through their opinions on professional training, pedagogical practices, lesson-planning time, and methods to incorporate higher order thinking skills (teachers’ perspectives) and classroom activities, such as group presentation, peer questioning, and debates; interest toward a subject; collaborating with friends; and enjoying learning (students’ opinions)."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125588"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Swamy Gurumurthi"],"dc:subject":["21st-century Skills","Collaboration","Blooms' Taxonomy","Pedagogy"],"dc:title":["The impact of modified pedagogical practices based on the research skill development framework on the acquisition of higher order thinking skills: A comparative study"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}