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ERIC Number: ED563866
Record Type: Non-Journal
Publication Date: 2013
Pages: 333
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-0328-0
Perceptions of Teaching Practices Regarding Questioning and Discussion Techniques
Robitaille, Yvette Jeannine Powell
ProQuest LLC, Ed.D. Dissertation, Walden University
Questioning and discussion techniques are effective instructional methods that develop critical thinking and problem solving skills. Despite these positive associations, there is inconsistent implementation of these techniques across disciplines and grade levels, often resulting in a negative effect on student achievement. This collective case study explored elementary, middle, and high school teachers and evaluators' perceptions of teaching practices regarding exemplary questioning and discussion techniques. The theoretical framework that guided this study was social constructivism, which postulates that individuals construct their knowledge in social settings as they grapple with dilemmas that are within an approximate range of their academic levels. Participants included 9 teachers who earned exemplary marks on their evaluations for questioning and discussion techniques and 3 evaluators who awarded teachers exemplary marks. Data gathering included semistructured interviews of teachers and evaluators, evaluation summaries, and lesson plans. Analysis was inductive using constant comparison to identify themes. Findings indicated these exemplary teachers created an environment of respect, established a culture for learning, completed courses of study, and engaged in collegial interactions with peers. Recommendations include designing professional development opportunities for teachers to improve questioning and discussion techniques. These findings guided the development of an interactive, ongoing teacher training program designed to guide teachers through a systematic, reflective process using self-analysis of teaching practices. Improvement in teaching practices, which may improve student achievement, is a positive social change that could result from this project study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A