Research
Graduate Studies
The Graduate Studies section includes findings in the following categories on this web page:

Doctoral Dissertations

The Effect of a Cognitive Model, Thinking Maps, on the Academic Language Development of English Language Learners
By Estrella López, St. John Fisher College, August 2011

This study describes how teachers of two urban suburban schools with large numbers of English language learners (ELLs) used Thinking Maps as a cognitive model resulting in student's improved academic language development. Teachers used Thinking Maps that included a common cognitive language that transcended grade levels and disciplines.

An antecedent condition for these results was school-wide professional development of teachers' expertise using Thinking Maps. Teachers' anecdotal reports and samples of student work gave evidence to this researcher's hypothesis: participating schools that implemented cognitive visual tools improved the academic language development of all their students.

A phenomenological methodology was used to guide a descriptive qualitative study. Interviews and a survey served as the instruments for collecting data to gain insight into the factors that support teachers' capacities to influence ELLs' development of academic language.

Findings of the study revealed a conceptual framework: a Model for Full Access for High Achievement in which five essential components describe the successful use of Thinking Map to teach ELLs.

The research provides recommendations for administrators and teachers regarding the application of the Model for Full Access for High Achievement. A whole-school approach for teachers utilizing a common, cognitive tool proved significant in supporting ELLs, one of the most vulnerable sub-groups of students pressured to perform by the challenges of Common Core Standards.

The study concludes that additional research (e.g., longitudinal studies, mixed populations etc.) needs to be conducted on the efficacy of Thinking Maps to improve academic achievement among ELLs, as well as students with special needs and struggling learners.
Download the dissertation The Effect of a Cognitive Model, Thinking Maps, on the Academic Language Development of English Language Learners (Acrobat PDF file)

Download the abstract only for the dissertation (Acrobat PDF file)

Go to the ELL page.

The Effects of Utilizing Thinking Maps® to Influence Attitudes and Comprehension of Urban Elementary School Males
By Patricia A. Edwards, Ph.D., Oakland University
Rochester, Michigan
, 2011
The overall purpose of this mixed method research design was to examine whether teachers in a large urban Midwestern district used Thinking Maps® (Appendix A) with students in elementary school general education and special education classrooms. In addition, this study examined the use of Thinking Maps® with boys in three elementary classrooms: one-second grade, one fourth grade, and one classroom for the learning disabled. Students’ attitudes and comprehension toward reading with respect to the district’s core reading program and literature read-alouds was the focus. Utilizing Thinking Maps® yielded important information about strategies to promote reading comprehension and motivation to read in urban elementary school males.

Download the dissertation The Effects of Utilizing Thinking Maps® to Influence Attitudes and Comprehension of Urban Elementary School Males (Acrobat PDF file)

The Effect of Thinking Maps on Students’ Higher Order Thinking Skills
Laura A. Weis
California State University, Northridge, 2011

TIn Advanced Placement Environmental Science, students are required to demonstrate higher order thinking skills of analysis, synthesis, and evaluation. Thinking Maps are a specific series of graphic organizer’s produced by and educational consultant company and created by David Hyerle. Thinking Maps claim to increase students’ higher order thinking skills, but no peer-reviewed research has been completed on the success or usefulness of these graphic organizers. In order to determine the effect of Thinking Maps on students higher order thinking skills, student ability to compare and contrast and students essay scores were compared in essays given before and after Thinking Maps instruction. Students’ surveys were analyzed before and after Thinking Maps instruction on students’ use of Thinking Maps. Field notes were collected. After Thinking Maps instruction, students’ ability to compare and contrast increased by 69%; students’ essay scores increased by 16%. Both of these changes are statistically relevant. Student’s study habits and practices were surveyed before and after Thinking Maps instruction. Insignificant change in students reported study habits occurred before and after Thinking Maps instruction. Field notes were used to support these findings.

Download the paper The Effect of Thinking Maps on Students’ Higher Order Thinking Skills (Acrobat PDF file)

The Craftsmanship of Critical Thinking
By Karie Lin Olson, Argosy University, June 2010

The purpose of this dissertation was to determine the effects of using Habits of Mind and Thinking Maps® in a public elementary summer intervention program in the United States. Students preparing to enter 6th grade were selected for 16 half-days of instruction. Students used Thinking Maps® and Habits of Mind as a framework for completing and reflecting on academic activities. The teacher researcher created a constructivist environment in which students used a workshop model of instruction. A pattern to the clustering and development of Habits of Mind was found. Students exhibited marked growth in academics and Habits of Mind when metacognition was intentionally applied. Visually organizing their thought
s and thought processes empowered individuals and groups to clarify and explore their thinking.
Download the dissertation The Craftsmanship of Critical Thinking (Acrobat PDF file)

Development of the Teacher as a Metacognitive Agent
By Eleanor M. Papazoglou, Franklin Pierce University, 2010

Within teacher education programs and professional development there is a tenuous assumption that we all have the same understandings of reflection. Generic approaches to understanding reflection simply help teachers amass a repertoire of skills to apply in a relatively unvaried manner. Concerned about written reflections that focus on overly technical accounts of a mastery of methods and skills, this investigation inquires into understanding the metacognitive dimension of a reflective process and the development of the teacher as a metacognitive agent. This is a qualitative value driven study that attempts to reduce uncertainties and to clarify a particular stance on reflective thought in order to contribute to the development of theories and concepts that generate further investigations. Included in this study is a self-analysis of the researcher as a teacher educator exploring a transformative process with teachers-as-students. What do teachers say about what they do, and what can be learned from the language in their written and oral responses? From an analysis of data collected for this study, criteria emerged distinguishing the technical thinker from the metacognitive thinker.
Download the dissertation Development as a Teacher as a Metacognitive Agent (Acrobat PDF file)

An Examination of Thinking Maps in the Context of Inquiry-Based Science Education for Fifth-Grade Students
By C. Angus Morgan-Janes,Franklin Pierce University, 2009

This study examined the effectiveness of Thinking Maps® in support of inquiry science. A representative sample of student work was coded; these included scientists’ notebooks, unit evaluations, and questionnaires. This coding revealed unanticipated outcomes. Students receiving reading instruction in the school resource room were able to more effectively use Thinking Maps than either the Gifted and Talented or Average learner groups. The representative sample consisted of two students receiving services from the Gifted and Talented program, two “average” learners, and two students receiving reading instruction in the school resource room.

Increasing student achievement is at the heart of this study. Thinking Maps and science inquiry use are widely supported by scientists and researchers alike. Zemelman, Daniels, and Hyde suggest science lessons should include the use of materials which are related to the area of study. Marzano, Pickering, and Pollack suggest graphic organizers, particularly David Hyerle’s Thinking Maps, are useful tools to increase student achievement.
Download the dissertation An Examination of Thinking Maps in the Context of Inquiry-Based Science Education for Fifth-Grade Students (Acrobat PDF file)

An Examination of Student Performance after Two Years of Thinking Maps® Implementation in Three Tennessee Schools
By Katharine Mabie Hickie, May 2006
The purpose of this study was to determine what, if any, association exists between Thinking Maps
® instruction and student achievement in fifth grade students in Reading/Language and Mathematics as reported by the State NCE scores of the criterion referenced portion of the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in 3 Title I elementary schools in northeast Tennessee.

Based on the analysis and findings of this study, implementing the Thinking Maps® program in the whole school approach appears to have been a successful step in improving student achievement in the area of Reading/Language.
Download the dissertation An Examination of Student Performance after Two Years of Thinking Maps® (Acrobat PDF file)

The Effects of Thinking Maps on Reading Scores 1998
Dissertation by Marjann Kalehoff Ball
Unpublished doctoral dissertation University of Southern Mississippi, 1999
Summary: A highly significant correlation was found between the use of Thinking Maps and reading comprehension scores of college students using the Stanford Diagnostic Reading Test.
Download the summary of the dissertation The Effects of Thinking Maps on Reading Scores 1998 (Acrobat PDF file)
Download the complete dissertation The Effects of Thinking Maps on Reading Scores 1998 (Acrobat PDF file)
Read Marjann Ball's Reflections on her dissertation

The Effect of Thinking Maps Instruction on the Achievement of Fourth-Grade Students
Dissertation by Samuel Ferebee Leary,Jr.
This quasi-experimental study investigated the effects of the Thinking Maps
® program, aseries of graphic organizers, on the achievement of fourth-grade students as measured by a standardized test. The researcher used a nonequivalent pretest-post test control group design to compare student achievement between fourth-grade students in two elementary schools within a school division. A total of 78 students participated in the study; 41 in two classes in the treatment group and 37 in the two classes in the control group. The treatment group received instruction in the Thinking Maps® program for seven months.
Read Samuel Ferebee Leary,Jr.'s dissertation The Effect of Thinking Maps Instruction on the Achievement of Fourth-Grade Students online.
Download the complete dissertation The Effect of Thinking Maps Instruction on the Achievement of Fourth-Grade Students (Acrobat PDF file)

Thinking Maps for Multiple Modes of Understanding
Dissertation by David Herle, Ed.D.
U.C.Berkeley, 1993

This study is an introduction to the theoretical foundations for and practical classroom uses of thinking maps as student-centered tools for constructing personal, interpersonal, and social understandings... Thinking maps are also introduced in this investigation as interactive tools for use in key areas of educational change at the turn of this century: for the development of students' thinking and metacognitive abilities, perspective-taking and multicultural education. organization for research and writing, and for interdisciplinary learning. In addition, an assessment rubric based on holistic scoring of thinking maps is presented as a framework for viewing the development of students' thinking and content learning over time.
Download the abstract for the dissertation Thinking Maps for Multiple Modes of Understanding (Acrobat PDF file)
Download the complete dissertation Thinking Maps for Multiple Modes of Understanding (Acrobat PDF file)

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Master's Theses

A Study on the Perceptions and Attitudes of Teachers and Pupils to Thinking Maps
By Sabina Sibongile Madiri, August 2008
University of Bedfordshire, UK

The purpose of this study is to find out the perceptions and attitudes of teachers and pupils to Thinking Maps. The research seeks to find out if teachers and pupils find Thinking Maps useful and easy to use. The emphasis in the new curriculum is to have thinking skills embedded across the subject areas. This study wishes to establish the extent to which these cognitive tools are being used in the school curriculum. It is hoped that the analysis of the findings will provide the evidence of how this thinking skills program has impacted the whole school and provide a basis upon which further improvements can be made.

The survey approach was used and data collected using questionnaires and an interview. The Deputy Head in charge of teaching and learning, Heads of Departments, Teachers and Students took part in the survey. The information collected was meant to capture the views of teachers and pupils on the usefulness, usability and usage of Thinking Maps.

The main findings were that teachers and pupils find Thinking Maps useful and easy to use. They like using them although the frequency of usage across the curriculum seems to suggest inconsistencies in breadth and depth. A small number of pupils can use these maps independently. This was interpreted as a lack of expertise by both teachers and pupils in using Thinking Maps which could have arisen from a lack of a support system after the initial training period. The overall picture is that teachers and pupils are positive about Thinking Maps and they are being used in the curriculum. What remains to be done is to continue with the development plans and move the Thinking Maps forward to a place where they are embedded in the curriculum.
Download the complete dissertation A Study on the Perceptions and Attitudes of Teachers and Pupils to Thinking Maps (Acrobat PDF file)

Improving Reading Compehension Through Visual Tools
Masters Degree Thesis by Cynthia Manning
Eastern Nazarene Graduate School, 2003

Summary: Reading comprehension in learning disabled students can be increased with the classroom implementation of visual tools. Student performance was measured using MCAS reading scores before and after the introduction of Thinking Maps, i.e., a set of visual tools which are centered on the development of eight thinking processes. By integrating this common visual language throughout the school's curriculum, it was projected that more effective and efficient learning would be achieved. Assessment results indicated that reading comprehension was increased; it was also observed by classroom teachers that levels of performance rose overall in the following areas: concept attainment, reflective thinking, recall, retention, writing (quantity and quality), creativity, motivation, and cooperative learning skills. These findings are congruent with a multitude of research studies and support the position that student performance can be increased with the implementation of visual tools.
Download the Master's Thesis summary Improving Reading Compehension Through Visual Tools (Acrobat PDF file)
Download the Master's Thesis Improving Reading Compehension Through Visual Tools including student examples (Acrobat PDF file)

Inviting Explicit Thinking: Thinking Maps Professional Development
Masters Degree Thesis by Sarah Curtis
Antioch New England Graduate School, New Hampshire, 2001
Summary: Using interviews, teacher and student documents, and surveys, this study shows how Thinking Maps training and follow-up directly support teacher thinking and reflection.
Download the Master's Thesis Inviting Explicit Thinking: Thinking Maps Professional (Acrobat PDF file)

Integrating Thinking Maps into the Fourth Grade Curriculum
Masters Project by Jeanine Matt-Kawryga
University of Syracuse, New York, 2001

Summary: After a brief overview, this work systematically shows how Thinking Maps have been used effectively in every discipline in fourth grade urban classrooms in Syracuse, NY
Download the Master's Thesis Integrating Thinking Maps into the Fourth Grade Curriculum (Acrobat PDF file)

Are Middle School Students Using Thinking Maps in Writing?
Masters Project by Jennifer L. Hindman
The College of William and Mary, Virginia

Summary: This study showed that more than half of the 1,000 students used a visual tool.

The Effects of Thinking Maps on Reading Retention 1998
Masters Project by Melanie H. Blount
Catawba College, North Carolina, 2000

Summary: This results of this study indicate improvement in reading comprehension by underachieving 4th grade students in an inner city school.
Download the Master's Thesis The Effects of Thinking Maps on Reading Retention (Acrobat PDF file)

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Reports and Documentation

Thinking Maps for G&T Learners - Developing Expertise Awards 2005-2006
Stuart Jamieson, Birchwood Community High School, Warrington, United Kingdom
This research evaluates the use of Thinking Maps as a visual tool to improve the quality of pupils thinking and planning using eight cognitive functions. Central to our work is whether pupils’ redrafted writing would improve through greater use of descriptive techniques derived from the application of Thinking Maps. In seeking to prove that pupils would be able to transfer their thinking and planning skills across a range of themes and/or subjects to promote overarching learning concepts we have used relevant forms of data. We hoped to ascertain what teachers and support staff would do to change their approaches to planning by using Thinking Maps to connect learning visually and emotionally.
Download the Thinking Maps for G&T Learners research paper (Acrobat PDF file)
Read more about Developing Expertise Awards by The National Academy for Gifted and Talented Youth.

St. Hilda's Collegiate School - Thinking Maps Report
Christine Gold, St. Hilda's Collegiate School, New Zealand, 2004
Thinking Maps are a common visual language for learning. They are a set of tools for
showing relationships and patterns in information. Students need to think strategically
and plan their thinking. Thinking Maps provide a framework in order to better
facilitate this. By using Thinking Maps students will be better able to plan answers in
assessments, visualise their learning and identify critical areas in information. David
Hyerle's Thinking Maps are our first whole school Thinking initiative..
Download the St. Hilda's Collegiate School - Thinking Maps Report (Acrobat PDF file)

North Carolina Study: Evidence of Thinking Maps Effects on Student Learning
Conducted by an outside evaluation firm, TRIERE Research of Manchester, NH - 2002
The North Carolina School Study examines the achievement of students in North Carolina schools in 1997 & 2002. Findings included: significant increases in both reading and math performance at all grade levels in TM schools; and significant decreases in percentage of low achievers in reading and math in TM Schools.
Download the North Carolina Final Report 2004 (Acrobat PDF file) prepared by Nancy Cook Smith, Ph.D. TRIERE Research
Download the Presentation on the North Carolina Study 2002 (Acrobat PDF file)

Quality Assurance Project Collaboration
Resource Guide written by Judy Goldstein and participating teachers
Community School District 28, Forest Hills, NY; Distric 75, New York, NY
Summary: After a brief and practical overview of Thinking Maps, this work systematically shows how Thinking Maps have been used comprehensively and effectively across disciplines with students in the special education district that spans all burroughs of New York City. There are many examples of students' work included.
Download the Resource Guide written by Judy Goldstein (Acrobat PDF file)

Organization: The Internal Structure of Writing
Marsha Morgan, SNWP Fall Institute, 2001
Summary: But the glaring revelation for me was the obvious lack of organization in many of the pieces. So began my journey to find ways to help my students stay focused in their writing, to build bridges with words that would link thoughts together in logical ways. I wanted them to write beginnings that built anticipation in their readers, and endings that made the reader linger over what they just read. What would the experts tell me about organization in children's writing? What could I learn from the children themselves?
Download Organization: The Internal Structure of Writing (Acrobat PDF file)

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