The Center conducts advanced research and disseminates information on critical thinking.
Each year it sponsors an annual International Conference on Critical Thinking and Educational Reform. It has worked with the College Board, the National Education Association, the U.S. Department of Education, as well as numerous colleges, universities, and school districts to facilitate the implementation of critical thinking instruction focused on intellectual standards.
The following three studies demonstrate:
- the fact that, as a rule, critical thinking is not presently being effectively taught at the high school, college and university level, and yet
- it is possible to do so.
To assess students' understanding of critical thinking, we recommend use of the International Critical Thinking Test as well as the Critical Thinking Interview Profile for College Students. To assess faculty understanding of critical thinking and its importance to instruction, we recommend the Critical Thinking Interview Profile For Teachers and Faculty. By registering as a member of the community, you will have access to streaming video, which includes a sample student interview with Dr. Richard Paul and Rush Cosgrove.
RESEARCH TITLES
Logic as Theory of Validation: An Essay in Philosophical Logic
by Dr. Richard Paul
Dissertation submitted to the University of California at Santa Barbara in partial fulfillment for the degree of Ph.D. in Philosophy
View Abstract - View Full Dissertation (Adobe Acrobat PDF)
A Critical Analysis of Richard Paul's Substantive Trans-disciplinary Conception of Critical Thinking
by Enoch Hale, Ph.D.
Union Institute & University - Cincinnati, Ohio - October 2008
View Abstract Dissertation Table of Contents
Critical Thinking in the Oxford Tutorial: A Call for an Explicit and Systematic Approach
by Rush Cosgrove
A research study focused on the extent to which the Oxford Tutorial promotes critical thinking
Critical Thinking in the Oxford Tutorial
by Rush Cosgrove
Thesis submitted to the University of Oxford in partial fulfillment for the degree of M.Sc. in Higher Education
View Abstract - View Full Dissertation (Adobe Acrobat PDF)
Critical Thinking: Lessons from a Continuing Professional Development Initiative in a London Comprehensive Secondary School
by Rush Cosgrove
Critical Thinking Instruction in Selected Greater Los Angeles Area High Schools
by Paul Everett Thomas
A dissertation Submitted to the School of Education and Behavioral Studies in partial fulfillment of the requirements
for the degree Doctor of Education (May, 1999)
View Abstract - View Full Dissertation (Adobe Acrobat PDF)
Effect of a Model for Critical Thinking on Student Achievement in Primary Source Document Analysis
and Interpretation, Argumentative Reasoning, Critical Thinking Dispositions and History Content
in a Community College History Course
Abstract of the Study, conducted by Jenny Reed, in partial fulfillment for her dissertation (October 26, 1998)
View Abstract - View Full Dissertation (Adobe Acrobat PDF)
The Effect of Richard Paul's Universal Elements and Standards of Reasoning on Twelfth Grade Composition
A Research Proposal Presented to the Faculty Of the School
of Education Alliant International University In Partial Fulfillment of the Requirements for the
Degree of Master of Arts in Education: Teaching
Study conducted by J. Stephen Scanlan, San Diego (2006)
View Abstract - View Full Dissertation (Adobe Acrobat PDF)
Study of 38 Public Universities and 28 Private Universities
To Determine Faculty Emphasis on Critical Thinking In Instruction
Principal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell
View Abstract - View the full study
Substantive Critical Thinking as Developed by the Foundation for Critical Thinking Proves Effective in Raising SAT and ACT Test Scores at West Side High School: Staff Development Program Utilizes Critical Thinking Instruction to Improve Student Performance on ACT and SAT Tests, and in Critical Reading, Writing and Math
Dr. John Crook, West Side High School Principal
View the Report
Teaching Critical Thinking Skills to Fourth Grade Students Identified as Gifted and Talented
by Debra Connerly
Graceland University - Cedar Rapids, Iowa - December 2006
View the Report
The Loss of the Space Shuttle Columbia: Portaging Leadership Lessons with a Critical Thinking Model
by Rob Niewoehner, Ph.D. U.S. Navy
Graceland University - Cedar Rapids, Iowa - December 2006
View the Report
{"id":"377","title":"RESEARCH TITLES","author":"","content":"<div style=\"text-align: center;\">\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 0px;\">\r\n<div style=\"text-align: center; padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Logic as Theory of Validation: An Essay in Philosophical Logic</strong></span><br style=\"padding: 0px; margin: 0px;\" /></span></div>\r\n<div style=\"text-align: center; padding: 0px; margin: 0px;\"> </div>\r\n<div style=\"text-align: center; padding: 0px; margin: 0px;\">by Dr. Richard Paul<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></div>\r\nDissertation submitted to the University of California at Santa Barbara in partial fulfillment for the degree of Ph.D. in Philosophy\r\n<div style=\"text-align: center; padding: 0px; margin: 0px;\"> </div>\r\n<p style=\"margin-top: 0px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; text-align: center; padding: 0px;\"><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Abstract%20from%20Dr.%20Richard%20Paul%27s%20dissertation.pdf\" target=\"_blank\"><span style=\"color: #0000cc; padding: 0px; margin: 0px;\">View Abstract</span></a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Dissertation.pdf\" target=\"_blank\"><span style=\"color: #0000cc; padding: 0px; margin: 0px;\">View Full Dissertation (Adobe Acrobat PDF)<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></span></a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 0px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; text-align: center; padding: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\"><span style=\"font-family: 'Times New Roman'; padding: 0px; margin: 0px;\"> </span><span style=\"font-family: 'Times New Roman'; padding: 0px; margin: 0px;\"><span style=\"color: #0044aa; font-family: Arial, Helvetica, sans-serif; font-variant: small-caps; padding: 0px; margin: 0px;\">A Critical Analysis of Richard Paul's Substantive Trans-disciplinary Conception of Critical Thinking</span></span></strong></span></p>\r\n<span style=\"color: #0044aa; font-variant: small-caps; padding: 0px; margin: 0px;\"><br style=\"padding: 0px; margin: 0px;\" /></span></div>\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px; margin: 0px;\">\r\n<p style=\"margin-top: 0px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; padding: 0px;\">by Enoch Hale, Ph.D.</p>\r\n<p style=\"margin-top: 0px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; padding: 0px;\">Union Institute & University - Cincinnati, Ohio - October 2008</p>\r\n<p style=\"margin-top: 0px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; padding: 0px;\"><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Hale_PDE_Abstract.pdf\" target=\"_blank\">View Abstract</a> <a style=\"color: #0000cc; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/ToC_Hale_PDE_Final1.pdf\" target=\"_blank\">Dissertation Table of Contents<br style=\"padding: 0px; margin: 0px;\" /></a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; padding: 0px; margin: 5px;\" />\r\n<div style=\"padding: 0px; margin: 0px;\">\r\n<div style=\"padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Critical Thinking in the Oxford Tutorial: A Call for an Explicit and Systematic Approach</strong></span><br style=\"padding: 0px; margin: 0px;\" /></span></div>\r\n<div style=\"padding: 0px; margin: 0px;\"> </div>\r\n</div>\r\n<div style=\"padding: 0px; margin: 0px;\">by Rush Cosgrove</div>\r\n<div style=\"padding: 0px; margin: 0px;\">A research study focused on the extent to which the Oxford Tutorial promotes critical thinking</div>\r\n<div style=\"padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\"><br style=\"padding: 0px; margin: 0px;\" /></strong></div>\r\n<div style=\"padding: 0px; margin: 0px;\"><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/pages/critical-thinking-in-the-oxford-tutorial-a-call-for-an-expli/1018\" target=\"_blank\">View Abstract</a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.tandfonline.com/doi/abs/10.1080/07294360.2010.487259\" target=\"_blank\">View Full Article</a></div>\r\n<div style=\"padding: 0px; margin: 0px;\">\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; padding: 0px; margin: 5px;\" />\r\n</div>\r\n<div style=\"padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Critical Thinking in the Oxford Tutorial</strong></span><br style=\"padding: 0px; margin: 0px;\" /></span></div>\r\n<div style=\"padding: 0px; margin: 0px;\"> </div>\r\n<div style=\"padding: 0px; margin: 0px;\">by Rush Cosgrove<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></div>\r\nThesis submitted to the University of Oxford in partial fulfillment for the degree of M.Sc. in Higher Education\r\n<div style=\"padding: 0px; margin: 0px;\"> </div>\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; padding: 0px;\"><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/Abstract-RCOSGROVE.cfm\" target=\"_blank\">View Abstract</a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Critical%20Thinking%20in%20the%20Oxford%20Tutorial.pdf\" target=\"_blank\">View Full Dissertation (Adobe Acrobat PDF)<br style=\"padding: 0px; margin: 0px;\" /></a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; padding: 0px; margin: 5px;\" />\r\n<div style=\"padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Critical Thinking: Lessons from a Continuing Professional Development Initiative in a London Comprehensive Secondary School</strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"color: #000000; padding: 0px; margin: 0px;\"><span style=\"font-variant: normal; padding: 0px; margin: 0px;\"><span style=\"color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; padding: 0px; margin: 0px;\"><br style=\"padding: 0px; margin: 0px;\" /></span></span></span></span></span></div>\r\n<div style=\"padding: 0px; margin: 0px;\">by Rush Cosgrove<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></div>\r\n<div style=\"padding: 0px; margin: 0px;\">University of Cambridge - Cambridge, UK - 2010<strong style=\"padding: 0px; margin: 0px;\"><br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></strong><a style=\"color: #0000cc; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org//research/AbstractThesis-RCOSGROVE.cfm\" target=\"_blank\">View Abstract</a> <a style=\"color: #0000cc; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Rush%20Cosgrave%20Full%20Thesis.pdf\" target=\"_blank\">View Dissertation</a></div>\r\n<a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Critical%20Thinking%20in%20the%20Oxford%20Tutorial.pdf\" target=\"_blank\"><br style=\"padding: 0px; margin: 0px;\" /></a>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; padding: 0px; margin: 5px;\" />\r\n<span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Critical Thinking Instruction in Selected Greater Los Angeles Area High Schools</strong></span><br style=\"padding: 0px; margin: 0px;\" /></span></div>\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px; margin: 0px;\"> </div>\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px; margin: 0px;\">by Paul Everett Thomas</div>\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px; margin: 0px;\">A dissertation Submitted to the School of Education and Behavioral Studies in partial fulfillment of the requirements</div>\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px; margin: 0px;\">for the degree Doctor of Education (May, 1999)<strong style=\"padding: 0px; margin: 0px;\"><br style=\"padding: 0px; margin: 0px;\" /></strong></div>\r\n<div style=\"font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px; margin: 0px;\"> </div>\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/Abstract-PETHOMAS.cfm\" target=\"_blank\">View Abstract</a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/files/Azusa%20Pacific%20University_opt.pdf\" target=\"_blank\">View Full Dissertation (Adobe Acrobat PDF)</a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\">Effect of a Model for Critical Thinking on Student Achievement in Primary Source Document Analysis</span></strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\">and Interpretation, Argumentative Reasoning, Critical Thinking Dispositions and History Content</span></strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\">in a Community College History Course</span></strong></span><br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" />Abstract of the Study, conducted by Jenny Reed, in partial fulfillment for her dissertation (October 26, 1998)<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/Abstract-JREED.cfm\">View Abstract</a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/resources/JReed-Dissertation.pdf\">View Full Dissertation (Adobe Acrobat PDF)</a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">The Effect of Richard Paul's Universal Elements and Standards of Reasoning on Twelfth Grade Composition</strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">A Research Proposal Presented to the Faculty Of the School</strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">of Education Alliant International University In Partial Fulfillment of the Requirements for the</strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Degree of Master of Arts in Education: Teaching</strong></span><br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></span>Study conducted by J. Stephen Scanlan, San Diego (2006)<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/Abstract-JSCANLAN.cfm\">View Abstract</a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/resources/SScanlan.pdf\">View Full Dissertation (Adobe Acrobat PDF)</a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Study of 38 Public Universities and 28 Private Universities</strong></span><br style=\"padding: 0px; margin: 0px;\" /><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">To Determine Faculty Emphasis on Critical Thinking In Instruction</strong></span><br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></span></p>\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\">Principal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell</p>\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/Abstract-RPAUL-38public.cfm\">View Abstract</a> - <a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/store/products/california-teacher-preparation-for-instruction-in-critical-thinking/147\">View the full study</a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Substantive Critical Thinking as Developed by the Foundation for Critical Thinking Proves Effective in Raising SAT and ACT Test Scores at West Side High School: Staff Development Program Utilizes Critical Thinking Instruction to Improve Student Performance on ACT and SAT Tests, and in Critical Reading, Writing and Math</strong></span><br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /></span><span style=\"font-family: arial, helvetica, sans-serif; padding: 0px; margin: 0px;\"><span style=\"padding: 0px; margin: 0px;\" lang=\"en-us\">Dr.</span><span style=\"padding: 0px; margin: 0px;\" lang=\"en-us\"> </span><span style=\"padding: 0px; margin: 0px;\" lang=\"en-us\">John Crook, West Side High School Principal</span></span><strong style=\"padding: 0px; margin: 0px;\"><span style=\"padding: 0px; margin: 0px;\" lang=\"en-us\"><span style=\"font-family: Arial; padding: 0px; margin: 0px;\"><br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/raising_SAT_and_ACT_Scores.cfm\">View the Report</a></span></span></strong></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">Teaching Critical Thinking Skills to Fourth Grade Students Identified as Gifted and Talented</strong></span><br style=\"padding: 0px; margin: 0px;\" /></span><br style=\"padding: 0px; margin: 0px;\" />by Debra Connerly<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" />Graceland University - Cedar Rapids, Iowa - December 2006<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" /><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/research/Debra_Connerly_study.cfm\">View the Report</a></p>\r\n<hr style=\"border-right-style: none; border-bottom-style: none; border-left-style: none; border-width: initial; border-color: initial; border-image: initial; border-top-style: dotted; border-top-color: #cccccc; font-family: Arial, Helvetica, sans-serif; font-size: 12px; text-align: left; padding: 0px; margin: 5px;\" />\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\"><span style=\"font-variant: small-caps; color: #0044aa; padding: 0px; margin: 0px;\"><span style=\"font-size: medium; padding: 0px; margin: 0px;\"><strong style=\"padding: 0px; margin: 0px;\">The Loss of the Space Shuttle Columbia: Portaging Leadership Lessons with a Critical Thinking Model</strong></span><br style=\"padding: 0px; margin: 0px;\" /></span></p>\r\n<p style=\"margin-top: 5px; margin-right: 0px; margin-bottom: 10px; margin-left: 0px; font-family: Arial, Helvetica, sans-serif; font-size: 12px; padding: 0px;\">by Rob Niewoehner, Ph.D. U.S. Navy<br style=\"padding: 0px; margin: 0px;\" /><br style=\"padding: 0px; margin: 0px;\" />Graceland University - Cedar Rapids, Iowa - December 2006<br style=\"padding: 0px; margin: 0px;\" /><a style=\"color: #09354f; padding: 0px; margin: 0px;\" href=\"https://www.criticalthinking.org/articles/engineering-reasoning.cfm\">View the Report</a></p>\r\n</div>\r\n<p style=\"text-align: center;\"><br style=\"clear: both;\" /></p>","public_access":"1","public_downloads":"1","sku":"","files":[],"images":[]}