NotesFAQContact Us
Search Tips
ERIC Number: ED294842
Record Type: RIE
Publication Date: 1988-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Responding to Student Questions: The Effects of Teacher Subject-Matter Knowledge and Experience on Teacher Discourse Strategies.
Carlsen, William S.; Wilson, Suzanne M.
This paper analyzes responses by 20 high school history teachers to student questions about the beginning of the American Revolution. The teachers viewed a 15-minute videtape on the subject, responded to a series of scripted questions read by student actors, and later reflected in writing on their teaching performance. The teachers varied by gender, race, years of teaching experience, and level of formal education. Videotapes of each administration were analyzed and the written records were studied in an effort to describe the effects of prior teaching experience and formal education on teacher discourse. An analysis of the discourse strategies of the teachers indicated that related to teaching experience were: (1) length of responses; (2) factual content of responses; (3) relating history to students' personal experiences; (4) use of humor; (5) meta-talk on the questions; and (6) follow-up to students. The level of formal education was related to strategies 2 and 3 only. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).