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A regression model of predictor variables on critical reflection in the classroom: Integration of the Critical Incident Questionnaire and the Framework for Reflective Thinking
Gilstrap, Donald L. Dupree, Jason
Gilstrap, Donald L.
Dupree, Jason
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Authors
Gilstrap, Donald L.
Dupree, Jason
Dupree, Jason
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2008-11
Type
Article
Genre
Keywords
Library instruction,Critical Incident Questionnaire,Framework for Reflective Thinking,Library Science,Studies
Subjects (LCSH)
Citation
Gilstrap, Donald L. and Jason Dupree. 2008. A regression model of predictor variables on critical reflection in the classroom: Integration of the Critical Incident Questionnaire and the Framework for Reflective Thinking. -- The Journal of Academic Librarianship, v.34 (8): pp.469–481
Abstract
This research study investigates the influence of
independent variables on students’ critical
reflection scores in a library instruction
program. A student sample (n= 321), enrolled in
English Composition II courses, participated in a
four-session library instruction curriculum.
Brookfield’s Critical Incident Questionnaire was
used as the main instrument to collect critical
reflection data, and the Sparks-Langer et al.
Framework for Reflective Thinking was used as a
scoring instrument. Multiple regression analysis
was conducted on 4 major theoretical constructs
(academic achievement, semester, gender, age)
and 6 theoretical assumptions (year in school,
previous library instruction, transfer student,
librarian, day of week, and time of day).
Significance was found for academic
achievement (p< 0.01), gender (p< 0.001),
semester (p< 0.001), and year in school
(p< 0.05) as predictors of critical reflection.
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Description
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Publisher
Elsevier Publishing
Journal
Book Title
Series
The Journal of Academic Librarianship;v.34 no.8
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Archival Collection
PubMed ID
DOI
ISSN
0099-1333