{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19442"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19442","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A study of some relationships between assessed levels of critical thinking and some observed logical operations of preservice teachers' behavior when teaching in a micro-teaching laboratory","abstract":"Purposes of this study were the following: to identify relationships between levels of critical thinking in a group of pre-service teachers and the amount of critical thinking in their micro-teaching and to identify the amount of critical thinking evidenced in the candidates' Secondary Education 239 discussion sections and that in their micro-teaching presentations.","abstract_html":"Purposes of this study were the following: to identify relationships between levels of critical thinking in a group of pre-service teachers and the amount of critical thinking in their micro-teaching and to identify the amount of critical thinking evidenced in the candidates' Secondary Education 239 discussion sections and that in their micro-teaching presentations.","abstract_has_math":false,"creators":["Johnson, Marcia Shular"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Johnson, William D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:07:41Z","date_published":"2011-05-07T12:07:41Z","updated_at":"2026-07-22T22:25:14Z","subjects":["Education, Teacher Training","Education, Secondary"],"languages":["eng"],"rights":["Copyright 1989 Johnson, Marcia Shular"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010902","(UMI)AAI9010902"],"render_values":[{"text":"AAI9010902","href":null,"code":true},{"text":"(UMI)AAI9010902","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19442","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, William D."]},{"key":"dc:creator","label":"Author","values":["Johnson, Marcia Shular"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:07:41Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.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":["Education, Teacher Training","Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 Johnson, Marcia Shular"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010902","(UMI)AAI9010902","http://hdl.handle.net/2142/19442"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Purposes of this study were the following: to identify relationships between levels of critical thinking in a group of pre-service teachers and the amount of critical thinking in their micro-teaching and to identify the amount of critical thinking evidenced in the candidates' Secondary Education 239 discussion sections and that in their micro-teaching presentations.","Influence of the following variables in the candidates' performance on the Cornell Critical Thinking Test was also examined: composite ACT score, percentile rank in high school graduating class, socio-economic status, and area of concentration. Verbal interaction in the discussion sections was also examined according to Flander's System of Interaction Analysis.","The Cornell Critical Thinking Test, Level Z was administered to all forty-five candidates enrolled in Secondary Education 239. Next, nine discussion sessions of this course were evaluated for critical thinking. Also, a micro-teaching presentation for each of the twenty-four candidates who progressed to the final phase of the study was evaluated for critical thinking.","Principal findings were as follows: (1) Micro-teaching of candidates who had scored high on Cornell evidenced a greater amount of critical thinking than did micro-teaching of candidates who had scored low. (2) Micro-teaching of candidates who had scored low on Cornell, but who were enrolled in the discussion section in which the most critical thinking occurred evidenced a greater, but not significant, amount of critical thinking than did micro-teaching of candidates in the other two sections who had scored high on Cornell. (3) No significant relationship was found to exist between candidates' socio-economic status, area of concentration, or high school class percentile rank and performance on Cornell. (4) A significant, but weak, relationship was found to exist between candidates' ACT composite scores and performance on Cornell.","Made available in DSpace on 2011-05-07T12:07:41Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010902.pdf: 4487017 bytes, checksum: b458559bc4b121d4c2f9d00a8cc016f8 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:59Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:15:08-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["A study of some relationships between assessed levels of critical thinking and some observed logical operations of preservice teachers' behavior when teaching in a micro-teaching laboratory"]}]}],"canonical_facts":{"dc:contributor":["Johnson, William D."],"dc:creator":["Johnson, Marcia Shular"],"dc:date":["2011-05-07T12:07:41Z","10000-01-01","1989"],"dc:description":["Purposes of this study were the following: to identify relationships between levels of critical thinking in a group of pre-service teachers and the amount of critical thinking in their micro-teaching and to identify the amount of critical thinking evidenced in the candidates' Secondary Education 239 discussion sections and that in their micro-teaching presentations.","Influence of the following variables in the candidates' performance on the Cornell Critical Thinking Test was also examined: composite ACT score, percentile rank in high school graduating class, socio-economic status, and area of concentration. Verbal interaction in the discussion sections was also examined according to Flander's System of Interaction Analysis.","The Cornell Critical Thinking Test, Level Z was administered to all forty-five candidates enrolled in Secondary Education 239. Next, nine discussion sessions of this course were evaluated for critical thinking. Also, a micro-teaching presentation for each of the twenty-four candidates who progressed to the final phase of the study was evaluated for critical thinking.","Principal findings were as follows: (1) Micro-teaching of candidates who had scored high on Cornell evidenced a greater amount of critical thinking than did micro-teaching of candidates who had scored low. (2) Micro-teaching of candidates who had scored low on Cornell, but who were enrolled in the discussion section in which the most critical thinking occurred evidenced a greater, but not significant, amount of critical thinking than did micro-teaching of candidates in the other two sections who had scored high on Cornell. (3) No significant relationship was found to exist between candidates' socio-economic status, area of concentration, or high school class percentile rank and performance on Cornell. (4) A significant, but weak, relationship was found to exist between candidates' ACT composite scores and performance on Cornell.","Made available in DSpace on 2011-05-07T12:07:41Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010902.pdf: 4487017 bytes, checksum: b458559bc4b121d4c2f9d00a8cc016f8 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:59Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:15:08-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9010902","(UMI)AAI9010902","http://hdl.handle.net/2142/19442"],"dc:language":["eng"],"dc:rights":["Copyright 1989 Johnson, Marcia Shular"],"dc:subject":["Education, Teacher Training","Education, Secondary"],"dc:title":["A study of some relationships between assessed levels of critical thinking and some observed logical operations of preservice teachers' behavior when teaching in a micro-teaching laboratory"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:14Z"}