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ERIC Number: EJ920362
Record Type: Journal
Publication Date: 2011-May
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0748-8491
The Effects of Two Types of Teacher Questioning on Teacher Behavior and Student Performance: A Case Study
Haydon, Todd; Hunter, William
Education and Treatment of Children, v34 n2 p229-245 May 2011
The authors used an ABCBC design to compare the effects of a single-student response strategy and unison handraising strategy on a teacher and two middle school students (a targeted student and typical achieving student) during a 7th grade health science class. During baseline the teacher had high rates of redirections and low rates of praise statements and opportunities to respond. For the intervention conditions the teacher had slightly fewer redirections and increases in praise statements during unison handraising than during single-student responding. Both the targeted student and the typical achieving student demonstrated slightly higher, levels of on-task behavior, correct responses, and test score percentages during unison handraising compared with single-student responding. Furthermore, a discussion on study limitations, implications, and future research directions is included. (Contains 3 figures.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A