Abstract

Findings from this qualitative case study of an elite liberal arts college reveal that critical thinking development is facilitated by the intellectual ethos that faculty foster within the classroom, in this case one that emphasizes “thinking outside of the box,” student self-efficacy, and self-directed learning.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 200-227
Launched on MUSE
2008-05-15
Open Access
No
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