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[null,"1.","Record Nr.",null,"UNINA9910791993403321"]
[null,null,"Titolo",null,"Developing student criticality in higher education [[electronic resource] ] : undergraduate learning in the arts and social sciences / / Brenda Johnston ... [et al.]"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Continuum International Pub. Group, 2011"]
[null,null,"ISBN",null,"1-283-06667-X"]
[{"$nulls":4},"9786613066671"]
[{"$nulls":4},"1-4411-0651-0"]
[null,null,"Descrizione fisica",null,"1 online resource (256 p.)"]
[null,null,"Collana",null,"Continuum Studies in Educational Research"]
[null,null,"Disciplina",null,"378.1/7"]
[null,null,"Soggetti",null,"Critical thinking - Study and thinking (Higher)"]
[{"$nulls":4},"Thought and thinking"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover; Contents; Acknowledgements; Chapter 1: Introduction; Chapter 2: Conceptualizations of Criticality in Higher Education: Philosophical, Field-Specific and Political Engagement Approaches; Chapter 3: Conceptualizations of Criticality in Higher Education: Psychological Approaches; Chapter 4: A Proposed Framework for Criticality Development; Chapter 5: Criticality Goals in the Undergraduate Curriculum; Chapter 6: Becoming Critical: Teaching and Learning Processes; Chapter 7: Student Writing and Criticality Development; Chapter 8: Experiential Learning and Criticality Development"]
[{"$nulls":4},"Chapter 9: Conclusions and ImplicationsReferences; Index"]
[null,null,null,"Sommario/riassunto","Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim.  However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in diffe"]