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Tsui vs. Payne & Gainey
According to Lisa Tsui's article "Fostering critical thinking through effective pedagogy: evidence from four institutional case studies," while contemporary students might have greater access to data and formal institutions of learning than students of the past, their critical thinking skills remain underdeveloped. Tsui makes the case that the reduced emphasis on analytical thinking and problem solving in classes today are supported by empirical studies conducted upon students at virtually every grade level. To remedy what she saw as a deficit in a literature that mainly emphasizes quantitative analysis, Tsui engaged in a qualitative research study which involved interviewing students, observing classes, and conducting focus groups at four diverse institutions. Writing skills that forced students to move beyond description and frequent class discussions were linked to demonstrable improvements in critical thinking.
Tsui's literature review cites a number of studies that found deficits in students' ability to identify logical flaws and ambiguities in authors' arguments. However, the 'good news' is that there are demonstrable ways to improve student's critical thinking skills, including encouraging and praising student ideas; increasing "the amount and cognitive level of student participation in class;" and "the amount of interaction among students in a course (Tsui 2002). Having a culture on campus open to student...
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Tsui is interested in developing critical thinking as a general skill. According to Brian K. Payne and Randy R. Gainey's article "Understanding and developing controversial issues in college courses," faculty must also critically analyze what as well as how they teach. Fostering critical thinking skills is best achieved by discussing controversial issues that are emotionally and intellectually resonant for students, according to Payne and Gainey. Rather than conducting a study of current praxis in the classroom, Payne and Gainey offer suggestions on how to approach four controversial issues in the classroom: the death penalty, alternative sentencing, gun control, and drug legalization. For each issue, the authors present the pros and cons of either side and state how the students they…
References
Payne, Brian K. & Randy R. Gainey (2002, November-December). Understanding and developing controversial issues in college courses. Journal of Higher Education. 73.6: 740.
Tsui, Lisa. (2003, Spring).Fostering critical thinking through effective pedagogy: evidence from four institutional case studies. College Teaching. 51.2: 52.
270. Chen, Tsui, Barton, and Mechesheimer (2004) state the fact that analysts have control over many things during the course of a simulation study. There are many things which are under the control of analysts during the simulation study. Analysts have control over many things during the course of a simulation study. This is stated to include the "maximum run time for terminating simulations. For steady-state simulations this control includes
Payne vs. Paul Gorski The differences between Ruby Payne's and Paul Gorski's Ideologies or school of thought seem to draw intense discussion thereby creating a divide between them. Ruby Payne has a positive perspective that seem to well-intended for the education sector, she is an accomplished educational consultant, self-published author and a writer who describes herself as "The Leading U.S. Expert on the Mindsets of Poverty, Middle Class, and Wealth." She
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