Systematic process

Abstract: Part 1 Understanding critical thinking in adult life: what it means to think critically recognizing critical thinking learning to think critically in adult life how critical thinking sustains a healthy democracy. Part 2 Practical approaches for developing critical thinkers: effective strategies fro facilitating critical thinking helping others examine the assumptions underlying their thoughts and actions techniques for developing alternative ways of thinking. Part 3 Helping adults to think critically in different arenas of life: using the workplace as a resource for thinking and learning analyzing political issues and commitments developing critical judgements about television reporting encouraging active learning through personal relationships being a skilled facilitator of critical thinking. Epilogue: the risks and rewards to helping others learn to think critically. Abbreviations. References. Indexes: name subject.

Abstract: This research reviews the literature on case study as a strategic qualitative research methodology. Although case studies have been criticised by some authors as lacking scientific rigour and do not address generalizability, this research, however, reiterated its appropriateness when dealing with a process or a complex real-life activities in great-depth. Case study has been commonly used in social science fields like sociology, industrial relations and anthropology eventhough generally was considered an underutilized strategy. Hence, this research explained the general concept of a case study, strengths and weaknesses of using this method knowing that theoretically case is exciting and data rich. Based on a study of four organizations and the researcher’s own experience, this article described matters on how case study was undertaken, gaining excess to those organizations and the systematic process of data collection and triangulation (multiple techniques). It was noted that combining multiple techniques for elicitng data in case study research actually strengthens and confirmed results.

Abstract: Systematic reviews use a transparent and systematic process to define a research question, search for studies, assess their quality and synthesize findings qualitatively or quantitatively. A crucial step in the systematic review process is to thoroughly define the scope of the research question. This requires an understanding of existing literature, including gaps and uncertainties, clarification of definitions related to the research question and an understanding of the way in which these are conceptualized within existing literature. This information is often acquired in an ad hoc fashion, however a useful and increasingly popular way to collect and organize important background information and develop a picture of the existing evidence base is to conduct a scoping review. Such reviews may be published as a research outcome in their own right and are appealing since they produce a broad map of the evidence that, if sufficiently transparent and widely available via publication, can be used by many and for applications beyond the authors originally intended purpose. Scoping reviews can inform a systematic review, particularly one with a very broad topic scope, such as those edited by the Cochrane Public Health Group.

Abstract: The critical thinking movement, it is suggested, has much to gain from conceptualizing its subject matter in a developmental framework. Most instructional programs designed to teach critical thinking do not draw on contemporary empirical research in cognitive development as a potential resource. The developmental model of critical thinking outlined here derives from contemporary empirical research on directions and processes of intellectual development in children and adolescents. It identifies three forms of second-order cognition (meta-knowing)—metacognitive, metastrategic, and epistemological—that constitute an essential part of what develops cognitively to make critical thinking possible.