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ERIC Number: ED100847
Record Type: RIE
Publication Date: 1973
Pages: 27
Abstractor: N/A
Reference Count: 0
Teacher Training for Effective Questioning.
Godbold, John V.
This paper reviews research studies concerning the effectiveness of varying strategies for teaching questioning skills and groups them into the following organizational scheme: (a) study of question classification systems as a strategy for teaching questioning skills, (b) use of laboratory experiences as a strategy for teaching questioning skills, (c) materials designed to teach questioning skills, (d) impact of feedback strategies on teaching questioning skills, and (e) miscellaneous inservice strategies for teaching questioning skills. A common element in the training strategies was the objective of raising the cognitive level of teachers' questions. Although the studies reviewed represent breadth in terms of pupil characteristics and subject matter, elementary classrooms and social studies instruction were the predominant settings. These studies varied from highly controlled ones to exploratory investigations and evaluated a variety of instructional procedures and materials, making it difficult to draw sharp conclusions. There is a tentative indication that strategies that employ model inputs accompanied by feedback and self-analysis are the most promising. Further research is needed in the areas of teacher training and the relationship between teacher questioning and pupil growth. Such knowledge can then be applied to the search for effective teacher training strategies. A 50-item bibliography is included. (PD)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Revision of a paper presented at the Annual Meeting of the National Council for Social Studies (November 1973)