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Beyond Standardization: Fostering Critical Thinking in a Fourth Grade Classroom Through Comprehensive Socratic Circles

Abstract Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated ... (more)
Created Date 2015
Contributor Cleveland, Julie (Author) / Rotheram-Fuller, Erin (Advisor) / Dinn-You Liou, Daniel (Committee member) / Lansdowne, Kimberly (Committee member) / Arizona State University (Publisher)
Subject Education / Elementary education / Pedagogy / argument and inquiry / critical thinking / intellectual standards / reasoning / Socratic circles / student-centered dialogue
Type Doctoral Dissertation
Extent 108 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Leadership and Innovation 2015
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis