ERIC Number: EJ825226
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 54
Is Dialogic Questioning Possible in Social Studies Classrooms?
Dull, Laura J.; Murrow, Sonia E.
Theory and Research in Social Education, v36 n4 p391-412 Fall 2008
Many scholars agree that students should be regularly engaged in dialogues that require them to question texts, values, or issues. We observed social studies classrooms in secondary schools serving urban, rural, and suburban students of different socioeconomic backgrounds in New York to learn what kinds of questioning strategies teachers were using and whether their questioning supported dialogue. In this paper we identify and give examples of three patterns of questioning we observed. Then, we explain how frequently these forms of questioning were used in high track and heterogeneous classes and in schools serving different socioeconomic communities. While we found that dialogic questioning can and does occur in classrooms, students in heterogeneous tracks and lower-income schools appear to have few experiences with dialogic questioning that would help them make connections and think critically about course content and texts. (Contains 4 tables and 1 note.)
Descriptors: Social Studies, Questioning Techniques, Secondary Schools, Dialogs (Language), Heterogeneous Grouping, Urban Schools, Rural Schools, Suburban Schools, Socioeconomic Background, Observation, Classroom Communication
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: New York