ERIC Number: ED206683
Record Type: RIE
Publication Date: 1978-May
Reference Count: 0
The Relationship Between Teacher Questions and Student Answers in Discussions. Effective Teacher Education Program. Final Report.
Mills, Stephen R.; And Others
The relationship between higher cognitive teacher questions and the nature of the cognitive thought processes involved in the student answers was investigated. Literature was reviewed, resulting in the selection of Blooms Taxonomy, and the Aschner and Gallagher, Smith and Meux systems for classifying higher cognitive thought processes. A pilot study followed, to aid development and refinement of procedures used in the main study which reanalyzed raw data from Minicourse 9 (a set of training materials designed to train teachers of elementary and junior high school students in higher cognitive questioning strategies). The appropriateness of students' responses, relationship between clarity of teachers' questions and clarity of students' answers, and type of student responses were studied. Results indicate that, despite five weeks of training, the correspondence between students' answers and teacher questions was only 53%. It is a possibility that inadequate training time or methods may account for this. Another reason may be that students did not have a common frame of reference with teachers, thus, student training in the use of appropriate cognitive processes may counteract the deficiency. Appendixes contain outlines of the three classification systems, stimulus passages, coded transcript sample, and coder reliability data. (Author/AEF)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers: Aschner Gallagher Verbal Interaction Technique; Blooms Taxonomy; Question Answer Reciprocity; Smith and Meux Classification System