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ERIC Number: EJ961241
Record Type: Journal
Publication Date: 2012-May
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Impact of Online Support for Teachers' Open-Ended Questioning in Pre-K Science Activities
Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n4 p568-577 May 2012
We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of classroom video observations, teacher surveys, and teachers' access time to teacher supports. Our quantitative analyses revealed that the treatment group teachers used more open-ended questions than the control group teachers. The students in the treatment group used a greater number of different words and complex sentences than those in the control group. (Contains 1 figure and 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Early Childhood Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A