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AN ANALYSIS OF THE USE OF CRITICAL THINKING SKILLS IN READING AND LANGUAGE ARTS INSTRUCTION by ProQuest

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This study was designed to compare teachers' and administrators' perceptions of teachers' ability to promote critical thinking skills and students' abilities to use critical thinking skills in the Reading and Language Arts instruction. Teachers' methods for teaching reading and language arts curriculum were surveyed. Data from third grade teachers from various levels of performance on statewide end of grade reading testing were collected and analyzed. An analysis of the data revealed students who engage in regular activities that promote the development of critical thinking skills performed higher on tasks that required higher-order thinking skills. Additionally, the study confirmed previous theories that emphasize educator expectations. When educator self-expectations of ability to promote critical skills were higher than those where than those where expectations were lower, expectations of students ability to use critical thinking skills was also higher. [PUBLICATION ABSTRACT]

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