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Assessment of teachers' beliefs about classroom use of critical-thinking activities

机译：评估教师对课堂使用批判性思维活动的信念

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摘要

This article reports five studies in which a scale for assessing teachers' beliefs about classroom use of critical-thinking (CT) activities was developed and its scores evaluated for reliability and validity. The Critical Thinking Belief Appraisal (CTBA) is based on a four-factor "advantage effect" model: the theoretical premise that teachers' CT-related decision making is associated with their beliefs about the effectiveness of (a) high-CT activities for high-advantage learners, (b) high-CT activities for low-advantage learners, (c) low-CT activities for high-advantage learners, and (d) low-CT activities for low-advantage learners. Results indicated that the scale produced scores with high reliability; a stable factor structure; and satisfactory discriminant, construct, and predictive validity. The studies supported the theoretical and practical utility of the construct and measure of teachers' beliefs about classroom use of CT activities.
机译：本文报告了五项研究，其中开发了一种评估教师对课堂上使用批判性思维（CT）活动的信念的量表，并对其得分进行了信度和效度评估。批判性思维信念评估（CTBA）是基于四因素“优势效应”模型的：理论前提是教师的CT相关决策与他们对以下方面的信念有关： -优势学习者，（b）低优势学习者的高CT活动，（c）高优势学习者的低CT活动，和（d）低优势学习者的低CT活动。结果表明，该量表的评分具有很高的信度。稳定的因素结构;以及令人满意的判别，构造和预测效度。这些研究支持了教师关于在课堂上使用CT活动的信念的建构和测度的理论和实践实用性。

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