Critical Thinking in Social Work Education: A Research Synthesis

ABSTRACT

In a meta-analytic review of critical thinking in social work education, findings revealed variability in research designs, methods, and subsequent findings. The 10 studies reviewed assessed different components of critical thinking and highlighted different potential moderator variables. Although there are significant limitations to all the studies analyzed in this review, findings suggest some practical significance and point to the need for future research to include more rigorous experimental research designs that include control groups and a comprehensive analysis of potential moderator variables that may include socioeconomic status, ethnicity, academic rank, and teaching methodology.

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Notes on contributors

Patricia L. Samson

Patricia L. Samson is a PhD candidate and sessional instructor at the University of Windsor.