Index
ISBN: 978-1-80043-003-7, eISBN: 978-1-80043-002-0
Publication date: 21 October 2021
This content is currently only available as a PDF
Citation
Ventista, O.M. (2021), "Index", How to Evaluate the Effectiveness of a School-Based Intervention: Evaluating the Impact of the Philosophy for Children Programme on Students' Skills, Emerald Publishing Limited, Leeds, pp. 163-168. https://doi.org/10.1108/978-1-80043-002-020211015
Publisher
:Emerald Publishing Limited
Copyright © 2021 Ourania Maria Ventista
INDEX
Abstract the Essence
, 115
Abstractness
, 79
Adherers-only analysis
, 53
Advantaged students
, 141
American Pragmatism
, 25
Appraising observations, test of
, 87–88
Argument analysis skills
, 66
Argument evaluation
, 102–104
As-treated analysis
, 53
Assumption identification
, 105–106
Attainment, impact on
, 124
BERA ethical guidelines
, 58
Bierman report
, 21
California Critical Disposition Inventory
, 85
Cause-effect relationship
, 13
Child-centred approach
, 24
Classrooms
advantaged and disadvantaged students
, 141
recommendations for practitioners
, 135–141
recommendations for researchers
, 142
recommendations for teacher education
, 141–142
Collaboration
, 6
Communal awareness
, 26
Community of Enquiry
, 6, 18, 24, 26, 32–33, 41, 45
Community of Inquiry
, 18
Community of Philosophical Enquiry
, 28–29
Comparative evaluation study
, 8, 12, 49, 90, 111, 128, 140–141
Construct-related activity
, 109
Constructivism
, 25
Convenience sampling
, 55
Cornell Critical Thinking Test (CCTT)
, 86–87
Cost
, 4, 10, 51, 148
Creativity
, 5–6, 48
defining
, 73
environment
, 77
impact on different aspects of
, 115–117
improvement
, 81–82
person
, 74–75
impact of Philosophy for Children Programme on
, 114
process
, 75–76
product
, 76–77
relationship between critical and creative thinking
, 80–81
Creativity assessments
, 89
latent semantic analysis
, 90
multi-trial creative ideation
, 89–90
Credibility
, 6
of sources
, 102–104
Criteria
, 62
Critical and creative thinking
, 145–146
assessing creativity and critical thinking
, 146–147
Critical thinkers
, 6, 64–66
Critical thinking, 5–6, 48, 64–66 (see also Students’ thinking skills)
as active process
, 67
considered general or subject-specific skill
, 69–71
defining
, 61
domain-specific skill
, 78
as guide to action
, 62–64
improvement
, 81–82
Lipman’s definition of
, 61–62
as problem-solving
, 64–67
relationship between critical and creative thinking
, 80–81
value-neutral
, 67–69, 77–78
working definition
, 71–73, 78–80
Critical thinking assessments
, 85
alternatives
, 100–101
assumption identification
, 105–106
CCTT
, 86–87
construct
, 99
deduction
, 104–105
designing
, 98–101
Ennis–Weir Critical Thinking Test Essay
, 87
evaluation of argument and credibility of sources
, 102–104
form of assessment
, 99–100
guidelines for constructing good multiple-choice items
, 101
HCTA
, 86
New Jersey Test of Reasoning Skills
, 89
purpose
, 99
sample items of
, 102–106
test of appraising observations
, 87–88
Watson Glaser Critical Thinking Appraisal
, 88
Critical thinking skills, impact on different
, 112–114
Crossovers
, 13
Curriculum
, 5
Decision-making
, 66
Deduction
, 104–105
Department for Education
, 55
Developmental theory
, 31
Dewey, John
, 24, 62, 146
Disadvantaged students
, 141
impact on disadvantaged students’ attainment
, 125
Divergent thinking, 75, 79, 82, 89–90, 92, 118 (see also Critical thinking)
Dunning-Kruger effect
, 138
Durham Commission on Creativity and Education (DCCE)
, 6
Education in England
, 3
Educational system
, 17
Effect size
, 22, 40, 42, 46, 54, 140
Egocentrism
, 31
Elaboration
, 79
Emancipatory approach
, 23
Emotional-related school intervention
, 14
Ennis
, 62–63
Ennis–Weir Critical Thinking Test Essay
, 87
Ethics
, 58
Evaluation
, 10, 143
Evaluators
, 143–144
Evidence
, 10
synthesising
, 14–15
Evidence-based approach
, 20
Evidence-based education
, 3–4
Experimental design
, 20
Facilitator
, 26
Fair-mindedness
, 88, 145
Fidelity to implementation
, 52–53, 56
Flexibility
, 75, 92
Fluency
, 75, 79, 92, 97, 147
Formal criteria
, 62
Free School Meals (FSM)
, 55, 121, 133
Functional creativity
, 78, 80, 147
Fuzzy Regression discontinuity
, 13
Gain scores
, 54
Generating new evidence
analysing data
, 53–54
conducting evaluation study
, 50
ethics
, 58
limitations of research design
, 58–59
method of conducting Philosophy for Children study
, 54–56
pre-test and post-test
, 52
process evaluation
, 52–53
process evaluation and analysis
, 56–58
recognising and reporting limitations
, 54
research design
, 50–52
response rate and missing data
, 56
thinking skills
, 49–50
Google Scholar
, 40
Grading system
, 37
Grammar, Punctuation and Spelling (GPS)
, 120
Guilford
, 75, 79
Halpern
, 66, 72
Halpern Critical Thinking Assessment (HCTA)
, 66, 86
Harry Stottlemeier (novel)
, 27
Imagination
, 80
Inference
, 64, 71
Informal criteria
, 62
Innovation
, 79, 94, 116
Institute for the Advancement of Philosophy for Children (IAPC)
, 89
Instruction
, 23
Intention-to-treat analysis
, 53, 59
Inter-rater reliability
, 93
Internal consistency
, 108
International Bureau of Education (IBE)
, 20
Interrupted time series experiments
, 14
Intervention group
, 55
Intra-rater reliability
, 93
Judgment: deductive logic and assumption recognition
, 85
Justification
, 28
Knowledge
, 24
acquisition
, 66
Kuder–Richardson reliability
, 107–108
Latent semantic analysis
, 90
Learning
, 25–29
environment
, 33
theories
, 23
Lipman, Matthew
, 17
definition of critical thinking
, 61–62
Literature gaps
, 11–14
Marking
, 106–107
Maths
, 5
Maximum Value
, 95
McPeck
, 63, 68–69
Measurement tools for comparative evaluation study
, 90–91
Mega-criteria
, 62
Meta-analysis
, 22
Meta-criteria
, 62
Metacognition
, 61
Metacomponents
, 66
Missing data
, 122–123
Multi-trial creative ideation
, 89–90
Multidimensional evaluation framework
, 4
Multidimensional programme evaluation
, 7, 35
dimensions of evaluation
, 10
identify ways to fill in literature gaps
, 11–14
offer recommendations
, 15
pedagogical evaluation
, 11
purpose of evaluation
, 9–10
synthesising evidence
, 14–15
systematic literature review
, 11
Multiple dimensions
, 9
Multiple-choice assessment
, 88
National Pupil Database (NPD)
, 119
New Jersey Test of Reasoning Skills
, 89
Norm-referenced group
, 95
Observation
, 24, 64, 67
Offer recommendations
, 15
Originality
, 75
Paul, Richard
, 70–71, 88
Pedagogical evaluation, 11, 22 (see also Multidimensional programme evaluation)
evaluate main elements of programme
, 25–29
examine oppositional views
, 29–32
identify stance and justify
, 22–23
investigate programme rationale
, 23–25
reach to conclusion
, 33–34
search for inconsistencies and areas for improvement
, 32–33
Pedagogical principles
, 2, 7, 11, 22, 26, 34
Pedagogy
, 33
Person
, 74–75
Personality traits of creative people
, 79
Philosophy for Children (P4C)
, 1–3, 6–8, 13–14, 17–18, 27, 40–43, 49, 61, 85, 104, 111, 116, 119, 128–133, 135, 143
comparison group
, 55–56
example
, 18–19
intervention group
, 55
method of conducting Philosophy for Children study
, 54
need for evaluating
, 20–22
pedagogical evaluation
, 22–34
impact of Philosophy for Children Programme on creativity
, 114
impact of Philosophy for Children Programme on critical thinking
, 111–112
purpose of evaluation
, 18
questioning mind
, 19–20
school recruitment
, 54–55
Piloting of assessments used in philosophy for children evaluation
, 110
Post-test
, 52
Practitioners, recommendations for
, 135–141
Pragmatism
, 24
Pre-test
, 52
equivalence
, 39
Premises
, 3–6
Prevalence score
, 95
Primary school philosophy
, 18
Problem Solving Inventory
, 85
Problem-solving
, 5
critical thinking as
, 64–67
Process
, 75–76
Process evaluation
, 52–53
and analysis
, 56–58
Product
, 76–77
Programme effectiveness
, 127, 133–134
Philosophy for Children
, 128–133
synthesis of evidence
, 129–130
Programme fidelity, recommendations on
, 140
Progressive pedagogy
, 25
Propositional knowledge
, 5
Prosocial behaviour
, 45
Psychometric properties
, 107
reliability
, 107–108
validity
, 108–110
Quality of evidence
, 37–39
Quasi-experimental study
, 111
findings
, 117–118
impact on different aspects of creativity
, 115–117
impact on different critical thinking skills
, 112–114
impact of Philosophy for Children Programme on creativity
, 114
impact of Philosophy for Children Programme on critical thinking
, 111–112
Questioning mind
, 19–20
Questionnaires
, 45, 56
Randomisation
, 20, 37
Randomised controlled trials (RCTs)
, 4, 12, 14, 39, 50–51, 93, 126, 128, 144
Reading
, 3, 21, 46
Reasoning
, 104
Recruitment process
, 55
Reflective thinking
, 24
Regression discontinuity
, 13–14
Relativism
, 5
Reliability
, 107–108
ResearchED
, 4
Researchers, recommendations for
, 142
Resistance
, 79
Retrospective quasi-experimental design project
, 8
Sampling methods
, 50
School recruitment
, 54
School-based dialogic intervention
, 17–18
School-based intervention
, 2, 3, 25
School-based programme
, 1–2
Schooling
, 146–147
Science
, 5
Secondary data analysis
, 119
analysis
, 123
cases
, 120–122
as evaluation method
, 119–120
findings
, 123–125
missing data
, 122–123
Self-confidence
, 138–139
Self-corrective thinking
, 62
Self-esteem
, 138–139
Skills-based curricula
, 4–6
Social programmes
, 2
Social skills
, 136–138
Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE)
, 18
Socio-constructivism
, 23, 25
Software
, 1
Split-half reliability
, 107–108
Standard deviations (SDs)
, 40
Stimuli
, 27
Student
, 25–29
Students’ creativity
assessing
, 92–93
calculating overall creativity score
, 96–98
first activity
, 94–96
marking
, 93
second activity
, 96
Students’ skills
, 5–6
impact of philosophy for children on
, 43–46
Students’ thinking skills
, 85
assessing students’ creativity
, 92–93
creativity assessments
, 89–90
critical thinking assessments
, 85–89
designing critical thinking assessment
, 98–101
marking
, 106–107
marking students’ creativity
, 93–98
measurement tools for comparative evaluation study
, 90–91
piloting of assessments used in philosophy for children evaluation
, 110
psychometric properties
, 107–110
sample items of critical thinking assessments
, 102–106
Study
, 1, 3, 7
Subject-specific skill
, 69–71
Systematic literature review
, 11, 35
calculating impact of programme
, 39–40
conducting
, 35
decide on way search will be conducted and identify relevant literature
, 36–37
evaluate quality of evidence
, 37–39
findings of
, 47–48
limitations of review
, 46–47
P4C
, 40–43
impact of philosophy for children on students’ skills
, 43–46
specify research question and inclusion criteria
, 35–36
Systematic literature review
, 49
Talent development
, 77
Teacher
, 6, 25–29
questionnaires
, 58
recommendations for teacher education
, 141–142
Teaching and assessing skills in schools
, 144
assessing creativity and critical thinking
, 146–147
critical and creative thinking
, 145–146
schooling
, 146–147
Teaching and Learning Toolkit
, 3–4
Test of appraising observation
, 87–88
Theory of Piaget
, 31
Theory of Protagoras
, 31
Thinking skills
, 5, 48–50, 61, 136
critical thinking considered general or subject-specific skill
, 69–71
critical thinking value-neutral
, 67–69
debates
, 77–78
defining creativity
, 73–77
defining critical thinking
, 61–67
relationship between critical and creative thinking
, 80–81
transparency
, 83
two important debates
, 67
Time allocated
, 140–141
Torrance
, 75–76, 79
Torrance Tests of Creative Thinking (TTCT)
, 79, 89, 116
Traditional education
, 4
Traditional pedagogy
, 25
Transparency
, 83
Twenty-first century learning
, 5
Validity
, 108–110
Value
, 4, 13, 23
Verbal reasoning
, 66
Watson Glaser Critical Thinking Appraisal
, 88
Well-being
, 139–140
Working definitions
, 61
Writing
, 1, 23, 36
- Prelims
- Chapter 1: Introduction
- Chapter 2: How to Conduct a Multidimensional Programme Evaluation
- Chapter 3: Philosophy for Children: Discussing about Pedagogy
- Chapter 4: Systematic Literature Review: Evaluating the Available Evidence
- Chapter 5: Generating New Evidence
- Chapter 6: Evaluating the Impact on Thinking Skills: Working Definitions
- Chapter 7: Assessing Students’ Thinking Skills
- Chapter 8: The Findings of the Quasi-experimental Study
- Chapter 9: Secondary Data Analysis: Evaluating the Long-term Impact of the Programme
- Chapter 10: Combining the Evidence: Deciding about the Programme Effectiveness
- Chapter 11: Recommendations: When and How Should the Programme Be Implemented in the Classrooms?
- Chapter 12: Concluding Thoughts
- References
- Index