Index

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

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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