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ERIC Number: ED341025
Record Type: Non-Journal
Publication Date: 1991-Nov-3
Pages: 10
Abstractor: N/A
Reference Count: N/A
Improving Teacher Questioning: A Study of a Training Program.
Johnson, Carole Schulte; Evans, Allen D.
A pilot study investigated whether a short training program increased the number of questions involving higher level thinking used by preservice teachers in teaching fiction. Subjects, 22 students enrolled in an elementary reading methods course in a state university in the Northwest, completed pre- and posttests and the training program during four 50-minute classroom sessions. Subjects were presented information concerning four types of question classification systems: the traditional question types often used in basal reading guides (literal, inferential, critical, and creative); a text-explicit, text-implicit and schema-based system; Bloom's taxonomy; and story grammar questions. For the pretests and posttests, subjects were asked to play the role of a teacher preparing for a lesson and to write five questions to be used during class discussion of a particular piece of children's literature. Three question categories--restricted thinking about text; related thinking about text; and extended thinking about text--were identified by analyzing 15 randomly chosen pretests. All questions were then placed into one of the three categories. Results indicated that: (1) the total number and percent of the restricted thinking about text questions dropped from 65 (35%) to 11 (8%); and (2) the total number of extended thinking about text questions stayed approximately the same, 75 (41%) and 77 (56%), thus increasing the posttest extended thinking total by about 15%. Findings suggest that short training programs can influence preservice teachers' questioning practices. (One table of data is included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A