ERIC Number: ED044377
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Raising the Level of Teacher Questions by Immediate Systematic Feedback.
McCartin, Rosemarie E.; Mees, Hayden L.
A study was conducted in an effort to demonstrate the potential usefulness and versatility of immediate feedback for direct teacher training. Subjects were two fourth grade teachers who wore electronic earphone speakers in their social studies classes. One, with 12 years experience, taught geography to each class separately in daily 30-minute periods; the other, with one year experience, taught history to the classes twice weekly for 20-minute periods. Classes were tape recorded for one week to obtain a baseline sample of question strategies. For the 3-week intervention phase teachers were told that when they set up a situation which encouraged the children to use higher level thought processes, that was good, and they would be signaled. Feedback was immediately provided for all questions above the knowledge category (based on Bloom's taxonomy). After 3 weeks of post-experiment recording without feedback, tapes were analyzed for questioning strategy. Data indicated that both teachers increased their use of high order questions to an acceptable level (a marked change in the desired direction) which continued during the post-test probes. Results suggest that electronic training techniques could economically and effectively supplement the usual student experience and could be used with experienced classroom teachers for skill enhancement. (Author/JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Washington Univ., Seattle.