A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China

Critical thinking (CT) has become a main focus in the higher education and is viewed as one of the essential skills for students to succeed in the 21st century. Many studies focus on Chinese students and their CT skills. There is a scarcity of research targeting teachers’ CT. However, teachers are the key to successful education and they play a crucial role in any education reform. Teachers’ perception, attitude, and experience impact the educational practice. Therefore, it is imperative to examine teachers’ CT. This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell into the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline they taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, and they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in the CT training programs. The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm, which offered a panoramic view of Chinese teachers’ CT in institutions of higher education in the north of China. Since there is a scarcity of literature focusing on teachers’ CT, this explanatory mixed methods research design filled the gap in this field of the literature. The results of this non-experimental causal-comparative study added new knowledge to the literature on teachers’ CT, especially Chinese teachers’ CT in institutions of higher education. Future studies should include classroom observations to offer a more authentic picture of how teachers teach students CT, or replicate this study with a larger sample from a wider scope, not only in the north and/or south of China, but also in other countries, in order to generalize the findings to a larger population

Intercultural Competence and Study Abroad Programs-A Mixed Method Study

The purpose of this mixed methods study was to investigate the intercultural competence (IC) level of college students, explore whether there is a statistically significant difference in the IC level between students with study abroad (SA) experience and those without SA experience, and examine their attitudes, ideas and experiences about SA programs and intercultural communication. Data collected from online questionnaires and Zoom interviews were examined through the lens of Hall’s the Iceberg Analogy of Culture and M. J. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which were also used as the conceptual framework in this study. Both quantitative and qualitative results indicated the IC level of college students was high, reaching up to the acceptance stage or/and adaptation stage of Bennett’s DMIS. Quantitative study showed that the IC level of students who participated in SA programs was higher than those who didn’t

A Comparative Study on Critical Thinking Skills of ISEC and Non-ISEC Teachers in Institutions of Higher Education in the North of China

Viewed as one of the essential skills needed to succeed in the 21st Century, advancing student's critical thinking (CT) is a significant focus in higher education. This study utilized a non-experimental causal-comparative methodology with an explanatory mixed methods research design. The purpose of this study was to explore the status quo (current situation) of Chinese teachers’ (including ISEC and non-ISEC teachers) CT, as well as the perception, attitude, and practice of CT among them in institutions of higher education in the north of China. There were 102 participants took the California Critical Thinking Skills Test (CCTST). The results from the quantitative research showed the CT skills of Chinese teachers fell in the upper range of moderate level. There were no significant differences or relationships in CT skills for ISEC and non-ISEC teachers based on the variables: gender, professional rank, educational background, discipline taught, age, and years of teaching. Twelve participants were interviewed. The core phenomenon or theory emerged from the qualitative data: Chinese teachers advocated and supported CT instruction, but they had a varied and fragmented perception about CT. Although they held a positive attitude towards CT and CT instruction, they applied limited CT teaching strategies in their practice. All participants displayed a strong desire to participate in CT training programs. The findings from the qualitative paradigm supported, complemented, and deepened the findings from the quantitative paradigm

Structure analysis of two-dimensional nonlinear self-trapped photonic lattices in anisotropic photorefractive media

We generate experimentally different types of two-dimensional self-trapped photonic lattices in a photorefractive medium and analyze the induced refractive index change using two different methods. One method gives the first experimental Fourier space analysis of both linear and nonlinear self-trapped photonic lattices with periodic phase modulation using partially spatially incoherent multi-band excitation of the lattice modes. The other method utilizes the waveguiding properties of the lattice to achieve a real space analysis of the induced refractive index change. The results of both methods are compared.Comment: 4 pages, 3 figure