Brandon, JamesMombourquette, CarmenSpencer, BrendaTapajna, Richard2017-07-122017-07-1220172017Tapajna, 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/26736http://hdl.handle.net/11023/3947The 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.engUniversity 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.Education--AdministrationEducation--Curriculum and InstructionEducation--ElementaryEducation--Teacher Trainingleadership practicesCritical ThinkingTeacher Beliefsteacher practicesCase Studyelementarydoctoral thesis10.11575/PRISM/26736