Page 293 - Gabrijela Kišiček and Igor Ž. Žagar (eds.), What do we know about the world? Rhetorical and argumentative perspectives, Digital Library, Educational Research Institute, Ljubljana 2013
P. 293
debate as an educational tool:
is polarization a debate side effect? 293
Colbert, K. R. (1995). Enhancing Critical Thinking Ability Through
Academic Debate. Comtemporary Argumentation and Debate, 16,
52–72.
Combs, H. W., and S. G. Bourne (1994). The Renaissance of Educa-
tional Debate: Results of a Five-Year Study of the Use of Debate in
Business Education. Journal on Excellence in College Teaching, 5/1,
57–67.
Cox, E. S., and W. C. Adams (1993). An Answer to the Call for Exper-
imentation by the CEDA Assessment Conference: A Descriptive
Study of a Peer-Judged Round. CEDA Yearbook, 14, 34–53.
Dascal, M. (2008). Dichotomies and Types of Debate. Eemeren, F. H.
van, and B. Garssen (eds.). Controversy and Confrontation: Relat-
ing Controversy Analysis with Argumentation Theory. Amsterdam:
John Benjamins, 21–34.
Dascal, M., and A. Knoll (2011). “Cognitive Systemic Dichotomization”
in Public Argumentation and Controversies. Zenker, F. (ed.). Argu-
mentation: Cognition and Community. Proceedings of the 9th Inter-
national Conference of the Ontario Society for the Study of Argumen-
tation (OSSA). Windsor, 1–35. CD ROM.
De Conti, M. Dibattito regolamentato e sua influenza sull’atteggia-
mento dei partecipanti. Psicologia dell’educazione. (In press).
Duffin, F. (2006). Collaborative Discourse: Debate Across the Curricu-
lum. Research and Practice in Social Sciences, 2/1, 16–39.
Ehninger, D. (1952). Six Earmarks of a Sound Forensics Program. The
Speech Teacher, 1/4, 237–241.
Ehninger, D., and W. Brockriede (1978). Decision by Debate, New York:
Harper and Row.
Ennis, R. (1958). An Appraisal of the Watson-Glaser Critical Thinking
Appraisal. Journal of Educational Research, 52/4, 155–158.
Ennis, R. (2009). Investigating and Assessing Multiple-Choice Critical
Thinking Tests. Sobocan, J., and L. Groarke (eds.). Critical Think-
ing Education and Assessment: Can Higher Order Thinking Be Test-
ed? Ontario: Aymler Express Limited, 75–98.
Estaville, L. E. Jr. (2001). Debate: A Teaching Strategy for Geography.
Journal of Geography, 86/1, 2–5.
Felton, M., M. Garcia-Mila, and S. Gilabert (2009). Deliberation versus
Dispute: The Impact of Argumentative Discourse Goals on Learn-
ing and Reasoning in the Science Classroom. Informal Logic, 29/4,
417–446.
is polarization a debate side effect? 293
Colbert, K. R. (1995). Enhancing Critical Thinking Ability Through
Academic Debate. Comtemporary Argumentation and Debate, 16,
52–72.
Combs, H. W., and S. G. Bourne (1994). The Renaissance of Educa-
tional Debate: Results of a Five-Year Study of the Use of Debate in
Business Education. Journal on Excellence in College Teaching, 5/1,
57–67.
Cox, E. S., and W. C. Adams (1993). An Answer to the Call for Exper-
imentation by the CEDA Assessment Conference: A Descriptive
Study of a Peer-Judged Round. CEDA Yearbook, 14, 34–53.
Dascal, M. (2008). Dichotomies and Types of Debate. Eemeren, F. H.
van, and B. Garssen (eds.). Controversy and Confrontation: Relat-
ing Controversy Analysis with Argumentation Theory. Amsterdam:
John Benjamins, 21–34.
Dascal, M., and A. Knoll (2011). “Cognitive Systemic Dichotomization”
in Public Argumentation and Controversies. Zenker, F. (ed.). Argu-
mentation: Cognition and Community. Proceedings of the 9th Inter-
national Conference of the Ontario Society for the Study of Argumen-
tation (OSSA). Windsor, 1–35. CD ROM.
De Conti, M. Dibattito regolamentato e sua influenza sull’atteggia-
mento dei partecipanti. Psicologia dell’educazione. (In press).
Duffin, F. (2006). Collaborative Discourse: Debate Across the Curricu-
lum. Research and Practice in Social Sciences, 2/1, 16–39.
Ehninger, D. (1952). Six Earmarks of a Sound Forensics Program. The
Speech Teacher, 1/4, 237–241.
Ehninger, D., and W. Brockriede (1978). Decision by Debate, New York:
Harper and Row.
Ennis, R. (1958). An Appraisal of the Watson-Glaser Critical Thinking
Appraisal. Journal of Educational Research, 52/4, 155–158.
Ennis, R. (2009). Investigating and Assessing Multiple-Choice Critical
Thinking Tests. Sobocan, J., and L. Groarke (eds.). Critical Think-
ing Education and Assessment: Can Higher Order Thinking Be Test-
ed? Ontario: Aymler Express Limited, 75–98.
Estaville, L. E. Jr. (2001). Debate: A Teaching Strategy for Geography.
Journal of Geography, 86/1, 2–5.
Felton, M., M. Garcia-Mila, and S. Gilabert (2009). Deliberation versus
Dispute: The Impact of Argumentative Discourse Goals on Learn-
ing and Reasoning in the Science Classroom. Informal Logic, 29/4,
417–446.
