This experiment was designed to give further understanding of the underlying factors which influence group idea generation. The first objective of this study was to compare the impact of using computer technology and traditional technologies for creating ideas. The effectiveness of three idea generating techniques, original brainstorming, nominal group technique, and electronic brainstorming were considered. It was, however, hypothesized that electronic brainstorming would outperform the nominal group technique and original brainstorming regardless of the length of time provided.The second objective of this study was to probe how subjects in different idea generating conditions discerned their performance during and after sessions. It was expected that subjects in the original brainstorming groups would perceive that they produce more ideas and they would be more satisfied with results and the process.An ANOVA with a 3x2 factorial design was planned for the study. The independent variables for the study were types of group and types of session. Yet, on account of small sampling size an inferential analysis was precluded. A descriptive analysis was followed.The analysis of five dependent variables, quality, originality, practicality, numbers of nonoverlapping ideas, and perceptions showed that there were no significant differences among three idea generation techniques regarding the length of time provided. However, a quantity variable showed that numbers of nonoverlapping ideas were increased as the length of time were prolonged in six idea generating conditions. / Department of Counseling Psychology and Guidance Services

This study investigates the relationship between the beliefs of early childhood education teachers and their use of the teaching strategies instruction and negotiation in relation to the scaffold process. Consideration of thinking skills and the ability to problem solve through the vehicle of play provided the background to the research focus. The research was undertaken in two differently structured early childhood education centres in New Zealand with a case study design framing the gathering of data through observations and interviews. It is a small qualitative study driven by socio-cultural theory and therefore considered from a social constructivist position. The main findings from observations and interviews revealed that not all teachers had congruency between their beliefs and practice, that instruction could be the only mediation within a scaffolding process and by considering the power relations in the learning and teaching situation, a model of how different teaching strategies could be related to different states of thinking. A key finding was that of a definition of negotiation as a teaching strategy.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 122-136) Also available in print.

Thesis (Ph.D.)--University of Melbourne, Dept. of Applied Linguistics, 2009. / Typescript. Includes bibliographical references (p. 261-271)

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 104-107).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 104-107). Also available in print.

Thesis (Ph. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 26, 2006. Dissertation Committee: George Padavil, Dianne Gardner (co-chairs), James Palmer, Norma Kelly. Includes bibliographical references (leaves 190-198) and abstract. Also available in print.

Thesis (Ph.D.)--University of Waikato, 2006. / Includes bibliographical references (p. 389-415) Also available via the World Wide Web.

Thesis (M.A.T.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word. / Philosophy, Practical and Ststematic Theology / M.A. (Wysbegeerte)