Beliefs about Critical Thinking and Motivations for Implementing Thinking Skills Training in Pre-Service Teacher Education Courses: A Grounded Theory Model.

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dc.contributor.advisorJessica DeCuir-Gunby, Chairen_US
dc.contributor.advisorMargareta Pop, Co-Chairen_US
dc.contributor.advisorPaul Bitting, Memberen_US
dc.contributor.advisorLynne Baker-Ward, Memberen_US
dc.contributor.authorGregory, Bradleyen_US
dc.date.accepted2011-11-15en_US
dc.date.accessioned2011-12-08T06:30:59Z
dc.date.available2011-12-08T06:30:59Z
dc.date.defense2011-09-30en_US
dc.date.issued2011-09-30en_US
dc.date.released2011-12-08en_US
dc.date.reviewed2011-10-20en_US
dc.date.submitted2011-10-19en_US
dc.degree.disciplineCurriculum and Instructionen_US
dc.degree.leveldissertationen_US
dc.degree.nameDoctor of Philosophyen_US
dc.descriptionNorth Carolina State University Theses Curriculum and Instruction.
dc.formatPh.D. North Carolina State University, 2011.
dc.identifier.otherdeg1199en_US
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.16/7429
dc.titleBeliefs about Critical Thinking and Motivations for Implementing Thinking Skills Training in Pre-Service Teacher Education Courses: A Grounded Theory Model.en_US
dcterms.extentix, 222 pages : illustrations

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