Knowing what it takes: the effect of perceived learner advantages on dance teachers’ use of critical‐thinking activities

Abstract

The Critical Thinking Belief Appraisal was administered to practicing dance teachers (n = 52) in the USA to investigate their beliefs (and use of) critical‐thinking activities with high‐advantage and low‐advantage learners. Results point to an ‘advantage effect’ in dance teachers’ beliefs about critical thinking: the higher the perceived learner advantages, the more likely teachers are to favor high ­critical‐thinking activities. This effect also appears to be a more absolute belief in the efficacy of teaching high‐advantage learners than previously thought. These results extend to teachers’ classroom behavior as well as their espoused beliefs and are not an artifact of teachers’ critical‐thinking ability and disposition, or their need for social approval. Implications and the need for further research are discussed.

Notes

*Dance Education Program, New York University, 35 West Fourth St. 675, New York, NY 10012, USA. Email: [email protected]

In the United States, education is compulsory to age 18 years, supported by tax revenues and monies from local, state and federal governments. Public schooling is typically referred to as ‘K‐12 education’: K (kindergarten), 1–5 grades (elementary school), 6–8 grades (middle school), 9–12 grades (secondary or ‘high’ school).

Additional information

Notes on contributors

Edward C. Warburton *

*Dance Education Program, New York University, 35 West Fourth St. 675, New York, NY 10012, USA. Email: [email protected]