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ERIC Number: ED345627
Record Type: RIE
Publication Date: 1992-Apr
Pages: 20
Abstractor: N/A
Help Seeking in College Classrooms: The Role of Perceived Teacher Support and Teacher Effectiveness in the Student Questioning Process.
Karabenick, Stuart A.
This study examined how perceived teacher support of classroom questioning relates to other dimensions of teacher effectiveness, and how dimensions of teacher effectiveness are related to antecedents of classroom questioning. The study evaluated end-of-term ratings by college students (n=806) from 39 classes that suggested the following: (1) perceived teacher support of questioning is highly related to the effectiveness with which teachers present material (e.g., organization and enthusiasm) and their rapport with students; (2) teacher effectiveness dimensions of presentation and rapport influence the likelihood of students' classroom questioning in the same manner as perceived teacher support; (3) perceived teaching effectiveness and support of questioning are inversely related to the likelihood of student confusion; and (4) perceived support and effectiveness influence the likelihood of student questioning indirectly, by virtue of differences in whether students have questions and their hesitation to ask them. Suggested are further studies that include teacher self-ratings of effectiveness as well as classroom observations of student and teacher behavior. The appendix contains a sample of the Teacher Support of Questioning Scale. Contains 23 references. (Author/GLR)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).