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作者 Storey, Syretha Orr
書名 Teacher questioning to improve early childhood reasoning
說明 272 p
附註 Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1659
Director: Susan D. Evans
Thesis (Ph.D.)--The University of Arizona, 2004
Despite the more than 300 questions teachers ask on a daily basis, research indicates that teachers in elementary, secondary and post-secondary classrooms do not understand the power and potential of questions to advance student reasoning. It has been found that when teachers are taught to ask higher-level, open-ended, instructional questions, opportunities for student reasoning increases. However, there has been little research on the use of questions to advance reasoning in early childhood education. This research sought to determine the generalizability of available research on teacher questioning and reasoning to early childhood settings. Further, this research examined the effectiveness of a workshop developed by the researcher to teach teachers about the power and potential of questions. A quantitative examination of early childhood teachers' questioning techniques revealed that early childhood teachers' questioning techniques are similar to that of teachers in other settings. They were found to ask primarily lower-level, closed-ended and diagnostic questions. After participation in a workshop developed to improve the teachers' questioning techniques, the participants were found to ask more of the types of questions that advance reasoning
School code: 0009
Host Item Dissertation Abstracts International 65-05A
主題 Education, Early Childhood
Education, Curriculum and Instruction
Alt Author The University of Arizona
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