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題名 融合「質疑作者法」於英語閱讀之行動研究
Incorporating “Questioning the Author” into Reading: An Action Research Study
作者 臧明煥
Tsang, Ming-Huan
貢獻者 葉潔宇
Yeh, Chieh-Yue
臧明煥
Tsang, Ming-Huan
關鍵詞 質疑作者法
批判思考
閱讀理解
高職學生
Questioning the Author
critical thinking
reading comprehension
EFL vocational high school students
日期 2016
上傳時間 4-Jan-2017 12:05:36 (UTC+8)
摘要 本研究旨在探討一批判思考策略「質疑作者法」，如何融入於台灣高職學生的英語閱讀能力養成，以及該策略對學生英語能力的影響。研究以台灣北部某高職38位高一學生為研究對象，為期五週。研究藉由學習單、學習歷程調查、教學觀察日誌、及焦點團體訪談等質性研究方法收集研究資料，再進一步歸納分析，以期廣泛且深入了解「質疑作者法」對於增進學生閱讀能力的效果，並同時得到更為適宜可行的教學應用。主要的研究發現如下：
一、 本研究中大多數學生對「質疑作者法」抱持肯定的態度。不論英語程度高低，該策略使學生獲得有別於過去的閱讀經驗，並同時增進其閱讀興趣及閱讀理解力。
二、 當教學者融入「質疑作者法」於教學活動時，教學者以協助者身分觀察學生對於教學活動的反應，隨時調整活動的進行。
三、 閱讀中的討論使學生能在一個支持的、低焦慮的學習環境中表達意見，並同時主動地建構文章的意義。
四、 本研究中，高成就與低成就學生在批判思考與閱讀能力方面皆有提升。透過「質疑作者法」，低成就學生相較於高成就學生建立較強的自信心並養成更高的閱讀興趣，從而由該策略中得到較多的助益。
根據上述結果，文末呈現教學上的義涵和應用，並對未來相關研究提出建議。
This action research study aims to investigate the process of fostering reading comprehension ability of EFL vocational high school students by incorporating a critical thinking strategy, namely, “Questioning the Author”, into the English reading teaching activities. A total of thirty-eight 10th graders from a vocational high school in northern Taiwan participated in the present study for a five-week implementation. The data were collected through qualitative methods, including participants’ worksheets, learning surveys using Likert Scale and open-ended questions, the field notes and the teaching logs of the teacher researcher, and the focus group interviews for high and low achievers. The results were analyzed and interpreted with an attempt to have a profound and extensive understanding of the effect of the strategy “Questioning the Author” on students’ reading comprehension ability, along with generating more feasible pedagogical implications. Major findings are as follows:
1. Most students in the present study had a positive perception to the strategy “Questioning the Author”. Despite their different English proficiency levels, the strategy made a difference in their reading experiences, and meanwhile boosted their interest in reading and improved their reading comprehension ability.
2. When incorporating the strategy into teaching activities, the teacher as a facilitator observed the responses from students to modify the ongoing activities.
3. Discussions during reading provided a low-anxiety and supportive environment for students to express their opinions and construct meanings actively as well.
4. Although both high and low achievers made progress in their critical thinking and reading ability, the latter benefited more from the strategy than the former, for they developed more interests in reading as well as obtained higher confidence in themselves through the strategy.
Pedagogical implications and suggestions for future studies are also included at the end of the thesis.
參考文獻 REFERENCES
Afflerbach, F. (1990). The influence of prior knowledge on expert readers` main idea
construction strategies. Reading Research Quarterly, 25, 31-46.
Anderson, H. A. (1947). Critical thinking through instruction in English. The English Journal, 36(2), 73-80.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research. (Vol. 1, pp.225–253). New York: Longman.
Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. The Reading Teacher, 56(2), 174-180.
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
Baleghizadeh, S. (2011). The impact of students’ training in questioning the author technique on EFL reading comprehension. Social and Behavior Science, 29, 1668-1676.
Beck, I. L., Mckeown, M. G., Sandora, C., Kucan, L., & Worthy, J. (1996). A yearlong classroom implementation to engage students with text. The Elementary School Journal, 96(4), 385-414
Beck, I. L., Hamilton. R. L., Kucan, L., & Mckeown, M. G., (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
Beck, I. L., Mckeown, M. G., & Worthy, J. (1993). Questioning the author: An Approach for enhancing student engagement with text. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
Brock, C. A. (1986). The effect of referential questions on ESL classroom discourse. TESOL Quarterly, 20(1), 47-59.
Carrell, P. L. (1988). Introduction: Interactive approaches to second language reading. In P. L. Carrell, J. Devine, & D. Esdey (Eds.), Interactive approaches to second language reading (pp. 1-7). Cambridge: Cambridge University Press.
Carroll, R. (2004). Becoming a critical thinker. A guide for the new millennium
(2nd ed.). Boston. Pearson Custom Publishing.
Chen, C. Y. (2009). Critical thinking development through English literature. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
Chu, T. Y. (2015). Effects of Questioning the Author on reading motivation and reading comprehension of junior high school students in Taiwan. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
Commeyras, M. (1989). Analyzing a critical thinking lesson. Champaign, Illinois: University of Illinois at Urbana-Champaign.
Commeyras, M. (1993). Promoting critical thinking through dialogical-thinking reading lessons. The Reading Teacher, 46, 486-493.
Davidson, B. W., & Dunham, R. L. (1996). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. Hokusei Gakuen University. (ERIC Document Reproduction Service No. ED403302)
Day, R. R, and Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a Foreign Language, 14, 136-141.
Day, R. R. (2003). Teaching critical thinking and discussion. JALT Journal.
From http://jalt-publications.org/old_tlt/articles/2003/07/day
Devine, T. G. (1962). Critical thinking in the English class. Peabody Journal of Education, 39(6), 359-365.
Dewey, J. (1909). How we think. London: D.C. Health & Co.
Duke, N. K., & Pearson, D. (2002). Effective practices for developing reading
comprehension. In A. E. Farstrup, & S. J. Samuels (Eds.), What research has
to say about reading instruction (pp.205-242). Newark, DE: International
Reading Association.
EDUCAUSE. (2012). Things you should know about flipped classrooms. From
https://library.educause.edu/resources/2012/2/7-things-you-should-know-abou
t-flipped-classrooms
Elder, L., & Paul, R. (1994). Critical thinking: Why we must transform our teaching.
Journal of Developmental Education, 18(1), 34-35.
Elder, L., & Paul, R. (2004). Critical thinking and the art of close reading (part IV). Journal of Developmental Education, 28(2), 36-37.
Emerson, M. K. (2013). A model for teaching critical thinking. ERIC online submissions. From http://files.eric.ed.gov/fulltext/ED540588.pdf
Ennis, R. (1962). A concept of critical thinking. Harvard Educational Review, 32(1),
81-111.
Facione, P. A., Giancarlo, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1-25.
Facione, P. A. (2007). Critical thinking: What it is and why it counts. Milbrae, CA: The California Academic Press.
Fahim, M., & Sa’eepour, M. (2011). The impact of teaching critical thinking skills on reading comprehension of Iranian EFL learners. Journal of Language Teaching and Research, 2,(4), 867-874.
Fisher, A. (2001). Critical thinking: An introduction (2nd Ed.). Cambridge: Cambridge University Press.
Gall, M. D. (1970). The use of questions in teaching. Review of Educational Research, 40, 707-721.
Glaser, E. M. (1941). An experiment in the development of critical thinking. New York : Teacher’s College, Columbia University.
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied
Linguistics, 24, 44-49.
Halpern, D. (1997). Critical thinking across the curriculum. Mahwah, Laurence
Erlbaum Associates.
Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary
of reading and writing. Newark, DE: International Reading Association.
Huitt, W. (2004). Educational psychology interactive: Bloom et al.’s taxonomy of the cognitive domain. From http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
Hu, H. E. (2012). An investigation of Taiwanese vocational high school students’ use of metacognitive reading strategies. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
Ishikawa, Y., Sasaki, D., & Yamamoto S. J. (2007). Integrating critical thinking skills into the EFL classroom. CamTESOL Conference on English Language Teaching: Selected Papers, Vol. 3, 53-60
King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children hoe to question and how to explain. American Educational Research Journal, 31(2), 338-368.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Lai, C. F. (2011). Cultivating critical thinking through integrating literature circles into EFL freshman English classes. Unpublished master’s thesis. Taiwan: Tunghai University.
Li, Y. M. (2009). A case study of teaching western fairy tales via critical literacy. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
Lin, C. Y. (2006). The use of the cooperative language learning to enhance senior high school students’ reading comprehension. Unpublished master’s thesis. Taiwan: National Chengchi University.
Lin, Y. Y. (2012). Using literature circles to develop critical thinking skills in a senior high EFL classroom in Taiwan. Unpublished master’s thesis. Taiwan: National Chengchi University.
Liu, Y. C., & Chu, H. C. (2008). Questioning the Author: Effects on recall inference generation and response to questions by EFL junior high school students. English Teaching and Learning, 32, 77-121.
Lo, M. C. (羅美貞) (2000). 高職英語教學面臨的困境與因應。商業職業教育，第14期，頁18-28。
Long, C. J. (2004). Teaching critical thinking in Asain EFL context: Theoretical issues and practical applications. Pan-Pacific Association of Applied Linguistics, 8, 229-234.
McKeown, M. G., Beck, I. L., & Blake, R. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218-253.
McPeck, J. (1990). Teaching critical thinking. New York: Routledge.
Norris, S. P., & Ennis, R. (1989). Evaluating critical thinking. Pacific Grove, California: Critical Thinking Press and Software.
Paris, S. G., Wixson, K. K., & Palincsar, A. S. (1986). Instructional approach to reading comprehension. Review of Research in Education, 13, 91-128.
Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society, 63, 655–660
Sandora, C., Beck, I., & McKeown, M. (1999). A comparison of two discussion strategies on students’ comprehension and interpretation of complex literature. Reading Psychology, 20, 177-212.
Sęker, H., & Kömür, S. (2008). The relationship between critical thinking skills and in-class questioning behaviours of English language teaching students. European Journal of Teacher Education, 31(4), 389-402.
Shang, H. F. (2011). Exploring the relationship between EFL proficiency level and reading strategy use. International Journal of Humanities and Social Science, 3(1), 18-27.
Thayer-Bacon, B. (2000). Transforming critical thinking. London: Teaching College Press.
Thomas, L., MacMillan, J., McColl, E., Hale, C., & Bond, S. (1995). Comparison of focus group and individual interview methodology in examining patient satisfaction with nursing care. Social Sciences in Health, 1, 206–219.
Tsou, W. R. (2006). An Approach to teaching the English novel to high school students in Taiwan: Its correlations with English reading ability and the students’ attitudes to novel reading and teaching. Unpublished master’s thesis. Taiwan: National Chengchi University.
Tung, C. A., & Chang, S. Y. (2009). Developing critical thinking through literature reading. Feng Chia Journal of Humanities and Social Sciences, 19, 287-317. Taiwan: Feng Chia University.
Vasegh, H., & Barjesteh, R. (2012). Critical thinking: A reading strategy in developing English reading comprehension performance. Sheikhbahaee EFL Journal,1(2), 21-33.
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wang, C. Y. (2003). Language experience approach: A pilot study on its effects on Taiwanese junior high school students` reading ability. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
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描述 碩士
國立政治大學
英語教學碩士在職專班
100951019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951019
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh-Yueen_US
dc.contributor.author (Authors) 臧明煥zh_TW
dc.contributor.author (Authors) Tsang, Ming-Huanen_US
dc.creator (作者) 臧明煥zh_TW
dc.creator (作者) Tsang, Ming-Huanen_US
dc.date (日期) 2016en_US
dc.date.accessioned 4-Jan-2017 12:05:36 (UTC+8)-
dc.date.available 4-Jan-2017 12:05:36 (UTC+8)-
dc.date.issued (上傳時間) 4-Jan-2017 12:05:36 (UTC+8)-
dc.identifier (Other Identifiers) G0100951019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/105622-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 100951019zh_TW
dc.description.abstract (摘要) 本研究旨在探討一批判思考策略「質疑作者法」，如何融入於台灣高職學生的英語閱讀能力養成，以及該策略對學生英語能力的影響。研究以台灣北部某高職38位高一學生為研究對象，為期五週。研究藉由學習單、學習歷程調查、教學觀察日誌、及焦點團體訪談等質性研究方法收集研究資料，再進一步歸納分析，以期廣泛且深入了解「質疑作者法」對於增進學生閱讀能力的效果，並同時得到更為適宜可行的教學應用。主要的研究發現如下：
一、 本研究中大多數學生對「質疑作者法」抱持肯定的態度。不論英語程度高低，該策略使學生獲得有別於過去的閱讀經驗，並同時增進其閱讀興趣及閱讀理解力。
二、 當教學者融入「質疑作者法」於教學活動時，教學者以協助者身分觀察學生對於教學活動的反應，隨時調整活動的進行。
三、 閱讀中的討論使學生能在一個支持的、低焦慮的學習環境中表達意見，並同時主動地建構文章的意義。
四、 本研究中，高成就與低成就學生在批判思考與閱讀能力方面皆有提升。透過「質疑作者法」，低成就學生相較於高成就學生建立較強的自信心並養成更高的閱讀興趣，從而由該策略中得到較多的助益。
根據上述結果，文末呈現教學上的義涵和應用，並對未來相關研究提出建議。		zh_TW
dc.description.abstract (摘要) This action research study aims to investigate the process of fostering reading comprehension ability of EFL vocational high school students by incorporating a critical thinking strategy, namely, “Questioning the Author”, into the English reading teaching activities. A total of thirty-eight 10th graders from a vocational high school in northern Taiwan participated in the present study for a five-week implementation. The data were collected through qualitative methods, including participants’ worksheets, learning surveys using Likert Scale and open-ended questions, the field notes and the teaching logs of the teacher researcher, and the focus group interviews for high and low achievers. The results were analyzed and interpreted with an attempt to have a profound and extensive understanding of the effect of the strategy “Questioning the Author” on students’ reading comprehension ability, along with generating more feasible pedagogical implications. Major findings are as follows:
1. Most students in the present study had a positive perception to the strategy “Questioning the Author”. Despite their different English proficiency levels, the strategy made a difference in their reading experiences, and meanwhile boosted their interest in reading and improved their reading comprehension ability.
2. When incorporating the strategy into teaching activities, the teacher as a facilitator observed the responses from students to modify the ongoing activities.
3. Discussions during reading provided a low-anxiety and supportive environment for students to express their opinions and construct meanings actively as well.
4. Although both high and low achievers made progress in their critical thinking and reading ability, the latter benefited more from the strategy than the former, for they developed more interests in reading as well as obtained higher confidence in themselves through the strategy.
Pedagogical implications and suggestions for future studies are also included at the end of the thesis.		en_US
dc.description.tableofcontents Table of Contents
Dedication Page iii
Acknowledgements iv
Chinese Abstract x
English Abstract xi
Chapter 1 Introduction 1
Chapter 2 Literature Review 5
2.1 Critical Thinking 5
2.2 Critical Thinking and Language Teaching 8
2.3 Critical Thinking Strategy— “Questioning the
Author” 10
2.4 Reading Comprehension 11
2.5 Research Questions 12
Chapter 3 Methodology 17
3.1 Research Design 17
3.1.1 Participants and Setting 17
3.1.2 Reading materials and the Instruments 18
3.1.2.1 English Reading Proficiency Test 19
3.1.2.2 The Queries “Questioning the Author” 20
3.1.2.3 Teaching logs and learning surveys
using Likert scale 21
3.1.2.4 Worksheets 21
3.1.2.5 Focus group interview 22
3.2 Procedure of the Study 23
3.3 Data Collection and Analysis 26
Chapter 4 Results 29
4.1 Proficiency Test in Week 1 29
4.2 Week 2 for Implementing “Questioning the
Author” Strategy 32
4.2.1 Worksheets 1 and 2 33
4.2.2 Learning Survey 1 36
4.2.3 Teaching Log 1 42
4.3 Week 3 for Implementing “Questioning the
Author” Strategy 44
4.3.1 Worksheet 3 44
4.3.2 Learning Survey 2 47
4.3.3 Teaching Log 2 56
4.4 Week 4 for Implementing “Questioning the
Author” Strategy 58
4.4.1 Worksheet 4 59
4.4.2 Learning Survey 3 62
4.4.3 Teaching Log 3 72
4.5 Focus Group Interviews 74
4.5.1 Focus Group Interview with High
Achievers 75
4.5.2 Focus Group Interview with Low
Achievers 83
Chapter 5 Discussion and Conclusion 91
5.1 Summary of the Findings 91
5.2 Discussion 95
5.2.1“Questioning the Author” and Reading
Comprehension 95
5.2.2 “Questioning the Author” and Teaching
Activities 97
5.2.3 Participants’ Perceptions and Responses to
“Questioning the Author” 98
5.3 Pedagogical Implications 101
5.4 Limitations and Suggestions for Future
Studies 103
5.5 Conclusion 104
References 105
Appendix 1: Worksheet 1 110
Appendix 2: Worksheet 2 111
Appendix 3: Worksheet 3 113
Appendix 4: Worksheet 4 114
Appendix 5: Learning Survey 1 116
Appendix 6: Learning Survey 2 118
Appendix 7: Learning Survey 3 120		zh_TW
dc.format.extent 1545879 bytes-
dc.format.extent 438108 bytes-
dc.format.extent 493502 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951019en_US
dc.subject (關鍵詞) 質疑作者法zh_TW
dc.subject (關鍵詞) 批判思考zh_TW
dc.subject (關鍵詞) 閱讀理解zh_TW
dc.subject (關鍵詞) 高職學生zh_TW
dc.subject (關鍵詞) Questioning the Authoren_US
dc.subject (關鍵詞) critical thinkingen_US
dc.subject (關鍵詞) reading comprehensionen_US
dc.subject (關鍵詞) EFL vocational high school studentsen_US
dc.title (題名) 融合「質疑作者法」於英語閱讀之行動研究zh_TW
dc.title (題名) Incorporating “Questioning the Author” into Reading: An Action Research Studyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) REFERENCES
Afflerbach, F. (1990). The influence of prior knowledge on expert readers` main idea
construction strategies. Reading Research Quarterly, 25, 31-46.
Anderson, H. A. (1947). Critical thinking through instruction in English. The English Journal, 36(2), 73-80.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research. (Vol. 1, pp.225–253). New York: Longman.
Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. The Reading Teacher, 56(2), 174-180.
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
Baleghizadeh, S. (2011). The impact of students’ training in questioning the author technique on EFL reading comprehension. Social and Behavior Science, 29, 1668-1676.
Beck, I. L., Mckeown, M. G., Sandora, C., Kucan, L., & Worthy, J. (1996). A yearlong classroom implementation to engage students with text. The Elementary School Journal, 96(4), 385-414
Beck, I. L., Hamilton. R. L., Kucan, L., & Mckeown, M. G., (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
Beck, I. L., Mckeown, M. G., & Worthy, J. (1993). Questioning the author: An Approach for enhancing student engagement with text. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
Brock, C. A. (1986). The effect of referential questions on ESL classroom discourse. TESOL Quarterly, 20(1), 47-59.
Carrell, P. L. (1988). Introduction: Interactive approaches to second language reading. In P. L. Carrell, J. Devine, & D. Esdey (Eds.), Interactive approaches to second language reading (pp. 1-7). Cambridge: Cambridge University Press.
Carroll, R. (2004). Becoming a critical thinker. A guide for the new millennium
(2nd ed.). Boston. Pearson Custom Publishing.
Chen, C. Y. (2009). Critical thinking development through English literature. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
Chu, T. Y. (2015). Effects of Questioning the Author on reading motivation and reading comprehension of junior high school students in Taiwan. Unpublished master’s thesis. Taiwan: National Taiwan Normal University.
Commeyras, M. (1989). Analyzing a critical thinking lesson. Champaign, Illinois: University of Illinois at Urbana-Champaign.
Commeyras, M. (1993). Promoting critical thinking through dialogical-thinking reading lessons. The Reading Teacher, 46, 486-493.
Davidson, B. W., & Dunham, R. L. (1996). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. Hokusei Gakuen University. (ERIC Document Reproduction Service No. ED403302)
Day, R. R, and Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a Foreign Language, 14, 136-141.
Day, R. R. (2003). Teaching critical thinking and discussion. JALT Journal.
From http://jalt-publications.org/old_tlt/articles/2003/07/day
Devine, T. G. (1962). Critical thinking in the English class. Peabody Journal of Education, 39(6), 359-365.
Dewey, J. (1909). How we think. London: D.C. Health & Co.
Duke, N. K., & Pearson, D. (2002). Effective practices for developing reading
comprehension. In A. E. Farstrup, & S. J. Samuels (Eds.), What research has
to say about reading instruction (pp.205-242). Newark, DE: International
Reading Association.
EDUCAUSE. (2012). Things you should know about flipped classrooms. From
https://library.educause.edu/resources/2012/2/7-things-you-should-know-abou
t-flipped-classrooms
Elder, L., & Paul, R. (1994). Critical thinking: Why we must transform our teaching.
Journal of Developmental Education, 18(1), 34-35.
Elder, L., & Paul, R. (2004). Critical thinking and the art of close reading (part IV). Journal of Developmental Education, 28(2), 36-37.
Emerson, M. K. (2013). A model for teaching critical thinking. ERIC online submissions. From http://files.eric.ed.gov/fulltext/ED540588.pdf
Ennis, R. (1962). A concept of critical thinking. Harvard Educational Review, 32(1),
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