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ERIC Number: EJ823232
Record Type: Journal
Publication Date: 2009-Jan
Pages: 12
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1524-0754
Does Brief In-Service Training Help Teachers Increase Turn-Taking Talk and Socratic Questions with Low-Income Preschoolers?
Honig, Alice Sterling; Martin, Patricia M.
NHSA Dialog, v12 n1 p33-44 Jan 2009
This study examined effects of 1-session training to increase 2 targeted teacher language behaviors: use of Socratic (open-ended) questions and length of turn-taking conversations with low-income preschoolers. Teachers, matched in 21 pairs for education, age, and training in early childhood education, were assigned to E (experimental) or C (contrast) group. Classroom observations of language interactions were taped (via a microcassette recorder hung around each teacher's neck) in pretest observations. Then, in small groups, E teachers attended a 2.5-hr intensive and interactive language enhancement workshop. Classroom observations were taped 2 weeks later. At that time, after their training session, E teachers' turn-taking conversation lengths were significantly longer than C teachers, F(1, 40) = 7.22, p = less than 0.01. When the E and C teachers were observed in the classroom 3 months later, E and C teachers did not differ in either of the targeted language interaction techniques. Changing teacher language interaction patterns may require more intensive and extensive sessions as well as ongoing in-classroom supports. (Contains 3 figures and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A