The Critical Friend is a powerful concept partly due to the inherent tension between a challenging critic and a trusting friend. Originally utilized in the PreK-12 sector in both England and the United States, the application of Critical Friends has expanded across a range of contexts. This article further adds to the Critical Friend literature base by operationalizing critical friendship protocol in a higher education context. Consistent and regular application of Critical Friend protocol can develop and challenge the cognitive ability of graduate students suggesting that the Critical Friend model may be a successful andragogical strategy for developing classroom trust essential for enhancing rich Socratic dialogue.
BashL. (2003). Adult learners in the academy. Bolton, MA: Anker Publishing.
3.
BernacchioC.RossF.WashburnK. R.WhitneyJ.WoodD. R. (2007). Faculty collaboration to improve equity, access, and inclusion in higher education. Equity & Excellence in Education, 40, 56-66.
4.
BurbulesN. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
5.
CostaA.KallickB. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49-51.
6.
CostantinoT. (2010). The critical friends group: A strategy for developing intellectual community in doctoral education. Inquiry in Education, 1(2). Retrieved from http://digitalcommons.nl.edu/ie/vol1/iss2/5
7.
DunneF.HontsF. (1998, April). “That group really makes me think!” Critical friends groups and the development of reflective practitioners. Paper presented at the AERA Annual Meeting, San Diego, CA.
8.
DweckC. S. (1985). Intrinsic motivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In AmesR.AmesC. (Eds.), Research on motivation in education (Vol. 2). Orlando, FL: Academic Press.
9.
DweckC. S.HongY. Y.ChiuC. Y. (1993). Implicit theories and individual differences in the likelihood and meaning of dispositional inference. Personality and Social Psychology Bulletin, 19, 644-656.
HardimanM.DewingJ. (2014). Critical ally and critical friend: Stepping stones to facilitating practice development. International Practice Development Journal, 4(1), Article 3.
12.
JarvisP. (2002). The theory and practice of teaching. London, England: Kogan Page.
13.
KeyE. (2006, January). Do they make a difference? A review of research on the impact of critical friends groups. Paper presented to the National School Reform Faculty Research Forum, Denver, CO.
14.
KnowlesM. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York, NY: Association Press.
15.
KnowlesM. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.
16.
KnowlesM. S. (1979). Andragogy revisited part II. Adult Education Quarterly, 30, 52-53.
17.
KnowlesM. S. (1980). The modem practice of adult education: From pedagogy to andragogy. Chicago, IL: Follett.
18.
KnowlesM. S. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass.
19.
KnowlesM. S. (1986). Using learning contracts. San Francisco, CA: Jossey-Bass.
20.
KnowlesM. S.HoltonE.SwansonA. (1998). The adult learner. Houston, TX: Gulf Publishing.
KnowlesM. S.HoltonE.SwansonA. (2015). The adult learner (8th ed.). New York, NY: Routledge.
23.
LindemanE. C. (1926). The meaning of adult education. New York, NY: New Republic.
24.
MerriamS. B.BieremaL. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.
25.
MooreJ. A.Carter-HicksJ. (2014). Let’s talk! Facilitating a faculty learning community using a critical friends group approach. International Journal for the Scholarship of Teaching and Learning, 8(2), Article 9.
26.
National School Reform Faculty. (2012). Self-guided tour of critical friends groups. Retrieved from http://www.nsrfharmony.org/
27.
NucklesC. R. (2000). Student-centered teaching: Making it work. Adult Learning, 11(4), 5-6.
28.
RogersC. R. (1951). Client-centered therapy. Boston, MA: Houghton Mifflin.
29.
RogersC. R. (1961). On become a person. Boston, MA: Houghton Mifflin.
30.
RogersC. R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.
31.
RogersC. R. (1983). Freedom to learn for the 80’s. Columbus, OH: Charles E. Merrill.
32.
RogoffB.Baker-SennettJ.LacasaP.GoldsmithD. (1995). Development through participation in sociocultural activity. New Directions for Child and Adolescent Development, 67(Spring), 45-65.
33.
SalomonG.PerkinsD. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1-24.
34.
StoreyV. A.RichardB. (2015). The role of critical friends in supporting institutional change: Developing a collaborative environment. Journal of Applied Research in Higher Education, 7, 412-428. Retrieved from http://www.emeraldinsight.com/toc/jarhe/7/2
SwaffieldS. (2005). No sleeping partners: Relationships between head teachers and critical friends. School Leadership and Management, 25(1), 43-57.
37.
SwaffieldS. (2008). Critical friendship, dialogue and learning in the context of leadership for learning. School Leadership and Management, 28(4), 323-336.
38.
SwaffieldS. (2009, January). Headteachers’ views of how they are supported and challenged: Questionnaire responses. Paper presented at the 22nd International Congress for School Effectiveness and Improvement (ICSEI), Vancouver, Canada.
39.
WatkinsC. (2005). Classrooms as learning communities: What’s in it for schools?London, England: Routledge.
40.
WengerE. (1998). Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge: University Press.
