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This study gathered information regarding professional military educators' perceptions of the concept of critical thinking to determine whether there was a common definition and a shared meaning of the concept among them. Although there did not appear to be a common definition of critical thinking among this group, 10 categories and four themes emerged which captured the essence of their thinking about this concept. The themes were: (1) developmental process activities; (2) dispositions or attitudes; (3) reasons for critical thinking; and (4) contextual elaboration. Further analysis of the data revealed that the definitions expressed were evenly distributed across three levels of complexity. Implications and recommendations for action are presented.

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so tha...

Our society has changed drasti cally in the past thirty years, and the demands upon schools and consequently the role of school leaders have become more complex (Fullan 1998). Educational leaders must learn to collaborate with others, negotiate while advocating for specific changes, establish shared visions for the organization, think inclusively about all constituents, and apply theory to practice (Smith 1999). This redesigned administrative role has prompted adaptations in the ways that future administrators are educated. In this article we describe a tool for

(2000). What's Happening in Our Schools?: Conveying an Accurate Picture of School Performance. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 73, No. 5, pp. 291-294.