Infusion of Critical Thinking across the English Language Curriculum: A Multiple Case Study of Primary School In-Service Expert Teachers in Singapore

Hui Meng Kow

Research output: ThesisDoctoral Thesis

Abstract

Despite diverse research on critical thinking, there is little empirical research regarding teachers' perspectives on the infusion of critical thinking, particularly in primary schools. This qualitative multiple case study within the interpretivist paradigm sought to generate explanatory theory on the infusion of critical thinking from the perspectives of six primary school in-service expert teachers of English Language in Singapore. Data collected and analysed using grounded theory methods resulted in theoretical propositions which support the creation of a critical thinking culture in school. Findings of the study will benefit policy makers and provide primary school teachers with insights into more effective strategies for teaching critical thinking.
LanguageEnglish
QualificationDoctorate
Awarding Institution
  • The University of Western Australia
Award date13 Jun 2016
StateUnpublished - 2016

Fingerprint

Singapore
English language
primary school
expert
curriculum
teacher
primary school teacher
grounded theory
empirical research
paradigm
Teaching
school

Cite this

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title = "Infusion of Critical Thinking across the English Language Curriculum: A Multiple Case Study of Primary School In-Service Expert Teachers in Singapore",
abstract = "Despite diverse research on critical thinking, there is little empirical research regarding teachers' perspectives on the infusion of critical thinking, particularly in primary schools. This qualitative multiple case study within the interpretivist paradigm sought to generate explanatory theory on the infusion of critical thinking from the perspectives of six primary school in-service expert teachers of English Language in Singapore. Data collected and analysed using grounded theory methods resulted in theoretical propositions which support the creation of a critical thinking culture in school. Findings of the study will benefit policy makers and provide primary school teachers with insights into more effective strategies for teaching critical thinking.",
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AB - Despite diverse research on critical thinking, there is little empirical research regarding teachers' perspectives on the infusion of critical thinking, particularly in primary schools. This qualitative multiple case study within the interpretivist paradigm sought to generate explanatory theory on the infusion of critical thinking from the perspectives of six primary school in-service expert teachers of English Language in Singapore. Data collected and analysed using grounded theory methods resulted in theoretical propositions which support the creation of a critical thinking culture in school. Findings of the study will benefit policy makers and provide primary school teachers with insights into more effective strategies for teaching critical thinking.

KW - critical thinking

KW - critical reading

KW - English Language

KW - Conseptual understanding

KW - teacher identity

KW - strategies

KW - concerns

M3 - Doctoral Thesis

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