Leadership to Support Teacher Beliefs and Practices of Fostering Critical Thinking

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atmire.migration.oldid5779
dc.contributor.advisorBrandon, James
dc.contributor.advisorMombourquette, Carmen
dc.contributor.advisorSpencer, Brenda
dc.contributor.authorTapajna, Richard
dc.contributor.committeememberBrandon, James
dc.contributor.committeememberBoz, Umit
dc.contributor.committeememberMombourquette, Carmen
dc.contributor.committeememberSpencer, Brenda
dc.contributor.committeememberLenters, Kimberly
dc.contributor.committeememberBrien, Kenneth
dc.date.accessioned2017-07-12T22:26:06Z
dc.date.available2017-07-12T22:26:06Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThe purpose of this qualitative case study of an urban school district in southern Alberta was to examine the role of school leaders in supporting the development of teacher beliefs and practices to foster critical thinking by students. In Alberta, this is particularly relevant to school leaders who are required to support teachers to implement the Ministerial Order on Student Learning (Alberta Education, 2013) requirement that students think critically across subject and discipline areas for learning, work, and life. The literature review examined definitions, development, and educational significance of critical thinking by all children. Current research concerning the relationship between teacher beliefs and teacher practices to foster critical thinking was explored. Leadership practices to support teacher change were surveyed, with a focus on setting clear goals and expectations, involvement in instructional programming, and promoting and participating in a positive school learning climate. Qualitative questionnaires, classroom observations, semi-structured interviews, focus group discussion, and document review methods were used to collect data and examine the phenomenon from multiple perspectives. Findings indicated that while teachers believe fostering critical thinking is an important goal of education, they believe some students are less able to benefit from critical thinking opportunities. Teachers and school leaders identified supportive leadership practices to help develop teacher beliefs and practices to foster critical thinking by students. The twelve findings are synthesized to provide meaningful recommendations for school leaders and for future research.en_US
dc.identifier.citationTapajna, R. (2017). Leadership to Support Teacher Beliefs and Practices of Fostering Critical Thinking (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26736en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26736
dc.identifier.urihttp://hdl.handle.net/11023/3947
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Elementary
dc.subjectEducation--Teacher Training
dc.subject.otherleadership practices
dc.subject.otherCritical Thinking
dc.subject.otherTeacher Beliefs
dc.subject.otherteacher practices
dc.subject.otherCase Study
dc.subject.otherelementary
dc.titleLeadership to Support Teacher Beliefs and Practices of Fostering Critical Thinking
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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