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Toward an understanding of higher‐order thinking among minority students
Author(s) -
ArmourThomas Eleanor,
Bruno Keith,
Allen Brenda A.
Publication year - 1992
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199207)29:3<273::aid-pits2310290310>3.0.co;2-g
Subject(s) - varimax rotation , psychology , disadvantaged , construct (python library) , higher order thinking , quality (philosophy) , higher education , mathematics education , function (biology) , order (exchange) , social psychology , developmental psychology , teaching method , psychometrics , cognitively guided instruction , epistemology , finance , economics , philosophy , cronbach's alpha , evolutionary biology , political science , computer science , law , biology , programming language
Abstract Recent investigations have established the importance of higher‐order thinking in the acquisition and application of learning skills in diverse domains of inquiry. Such findings have implications for enhancing the quality of thinking of all children but have particular significance for those minority students who historically have not performed as well as their more economically advantaged peers. Although much has been written about the construct, research is still needed to identify the specific processes underlying higher‐order thinking and to examine its use among minority populations. A principal‐factors extraction with varimax rotation analysis was used in the present study to clarify the nature and function of higher‐order thinking among minority students from economically disadvantaged backgrounds. The results allowed for a specification of the mental processes associated with the construct and the extent to which students reported an awareness and use of these processes in academic problem‐solving situations.