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Critical thinking is among the basic skills for learning needed in the twenty‐first century. In order to develop students' critical thinking skills, it is very important to include different teaching practices in education that will enable them to think critically. The impact of these practices on learners is also curious. In this study, it was aimed to evaluate the effectiveness of critical thinking training (CTT) on critical thinking skills and academic achievement with the mixed‐meta method. As a result of the literature review, quantitative (meta‐analysis) and qualitative (meta‐thematic analysis) findings were obtained. Quantitative studies scanned from some databases in line with certain criteria were analysed with CMA 2.0 and MetaWin programs, and learning level, implementation process and course area moderator analyses were conducted. As a result of the analysis, it was seen that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive with a large‐scale effect at a large level. Qualitative studies on the other hand were analysed with the Maxqda program. As a result of the analysis, the emerging themes were found to be 'the effect of CTT on the cognitive domain', 'the effect of CTT on the affective domain', 'the effect of CTT on the social domain', 'the effect of CTT on the delivery of the course', 'suggestions for CTT' and 'the problems encountered in CTT'. The findings revealed that CTT had a positive effect on academic achievement and development of critical thinking skills. Context and implicationsRationale for this studyThis literature review provides evidence of the effect of critical thinking training on academic achievement and critical thinking skills.Why the new findings matterThe review demonstrates that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive, with a large‐scale effect at a large level.Implications for education programmes and researchersConsidering the results obtained that critical thinking practices have a positive effect on academic achievement and critical thinking skills, it can be suggested that more activities and content be prepared in primary and secondary education programmes that will enable students to develop their critical thinking skills. Since more general and comprehensive results can be obtained in terms of qualitative and quantitative aspects with mixed‐meta analysis, it may be recommended to use the relevant method in different subject areas for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine lifelong learning dispositions of faculty members who teach foreign languages in terms of gender and academic title variables. Although it was intended to reach the whole population which consisted of 62 faculty members who teach in the faculties of English Language and Literature, German Language and Literature, French Language and Literature and the School of Foreign Languages at Cumhuriyet University in the spring semester of the 2014 - 2015 academic year rather than making a sample selection, 55 faculty members were included in the study. Research data were collected with Lifelong Learning Tendency Scale. Faculty members were also asked to describe their lifelong learning dispositions through a metaphor. Data were analyzed using descriptive statistics, independent sample t test, one way variance analysis (ANOVA) and content analysis, one of qualitative analysis techniques. The results revealed that faculty members who teach foreign languages had high level of lifelong learning dispositions. While no significant differences were observed in terms of gender variable, there were significant differences in terms of academic title in favor of research assistants and assistant professors. On the other hand, lifelong learning was emphasized as being an ongoing process over the individual's lifespan through metaphors created by the faculty members. [ABSTRACT FROM AUTHOR]

The purpose of the study is to analyze high school English curriculum materials (ECM) through FACETS analysis and MAXQDA-11 programs. The mixed methods approach, both quantitative and qualitative methods, were used in three samples including English teachers in Elazig during the 2014-2015 academic year. While the quantitative phase of the study involved the Rasch model and SPSS analysis, the qualitative phase included a case study research method. The quantitative data collection tool was the "High School English Curriculum Material Evaluation Form" developed by the researchers. Qualitative data were collected through an interview. According to the Rasch analysis results, while the material Headway coded as HEA has the highest quality, the materials coded A1.2 and A2.1 have the poorest quality. In terms of items, the most difficult item was G-M28 and for judges, J3 has the most severe while J13 has the most lenient behavior. The qualitative analysis indicated that among the themes, "deficiencies" had the most dominant dispersing of teacher comments while the theme "what to do" was not notable to every teacher. It is suggested that the balanced distribution of four language skills in ECM should be improved to achieve the objectives of the curriculum. [ABSTRACT FROM AUTHOR]