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1.
Duration of response to teacher questions and statements 总被引：1，自引：0，他引：1
J.T. Dillon 《Contemporary educational psychology》1981,6(1):1-11
To examine the effectiveness of teacher questions in stimulating student participation, 26 high school discussion classes were tape-recorded and the duration of utterances timed by stopwatch. Analyses of variance performed on class mean duration of student response revealed three findings. (1) No significant difference was observed between response to questions and response to declarative statements. (2) By question type, opinion questions received significantly longer responses than factual ones, and closed longer than open; no differences were observed for six other ways of classifying questions. (3) Response to questions appeared unrelated to selected characteristics of classroom, teacher, and student. The findings offer little support to current emphases in theory and practice on the use of questions in discussion classes. The study may be situated within a body of recent research that has failed to validate traditional claims for the efficacy of teacher questions. 相似文献
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The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination. 相似文献
4.
Using questions to foil discussion 总被引：1，自引：0，他引：1
J.T. Dillon 《Teaching and Teacher Education》1985,1(2):109-121
Case studies of five high school classrooms illustrate the general proposition that teacher questions foil discussion, whereas nonquestion alternatives foster discussion. Even where conditions are favorable, questions are seen to forestall an emergent discussion or to frustrate it. By contrast, students in discussions of every kind speak more extensively in response to teacher statements and exhibit more complex thought, deeper personal involvement, wider participation, greater interconnectedness, and richer inquiry. This general case ought to be tested in research and tried in classroom practice, so that our understanding of questions will become more informed and our discussions more educative. 相似文献
5.
Chouinard MM 《Monographs of the Society for Research in Child Development》2007,72(1):vii-ix, 1-112; discussion 113-26
6.
This study investigated the strategies a group of college students used to complete a portion of a standardized reading comprehension test. Twenty-six students were randomly assigned to either an introspective interview, in which the subjects explained to a researcher what they were doing and thinking as they read the test passages and answered the multiple-choice questions, or a retrospective interview, in which the students completed the test without interruption and then recounted for the researcher how they had gone about the task. Data analysis resulted in the identification of three broad categories of processing behavior: an overall approach to the test task, reading strategies, and test-taking strategies. In addition, difficulties encountered by the subjects were identified. Results indicate that the common element in each subject's approach to the test was a focus on getting to the questions as quickly as possible and then using the questions to direct a search of the passage to locate the best possible information to answer the questions. The implications of these results for better understanding the relationship between test-taking behavior and reading are discussed. 相似文献
7.
M.-Mar González 《Learning and Instruction》1996,6(4):287-306
The present study is framed within an ecological and sociocultural approach to interaction. It intends to answer three main questions: (a) Is there any influence of the content of the task on the interactions engaged in by parents and children? (b) Does any cross-situational consistency exist despite the contextual influences? (c) Can different activities be developed with the same task? With these questions in mind, we studied sixty-eight 22 month-old children interacting at home with their parents on three different tasks: constructing a figure, reading a picture book and playing with household objects. Our data confirm, first, the influence of the task itself: parents modify their behaviour adapting themselves to the demands of different tasks. Secondly, they confirm the existence of a certain cross-situational consistency among those tasks that share common characteristics. This consistency is probably related to the fact that parents transfer the same way of understanding interactions to the different situations in which they take place. This leads to different parent-child interaction styles. These styles reflect the parents' different sensitivity to children's actual and potential competence levels. It is argued that these differences are related to the way in which parents interpret the meaning of the task and the roles of those interacting. It is also postulated that the diversity in styles is related to the different “zone of proximal development perceived” in the children. 相似文献
8.
Writing through time: longitudinal studies of the effects of new technology on writing 总被引：1，自引：0，他引：1
James Hartley Michael Howe & Wilbert McKeachie 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):141-151
This paper contributes to the discussion about the effects of new technology on writing by assessing whether or not people's writing styles and ways of thinking change when new technologies are introduced. The writing styles of the three authors, prolific writers in their own fields, were assessed by comparing materials written by each author over a thirty-year period. During this time there were, for each author, great changes in the ways that they used new technology to help them to write. Nonetheless, the results indicated that, although the writing styles of each author differed from each other, their individual styles were remarkably consistent over time. These results thus suggest that although the new technologies may change the ways that individual writers work, they do not alter the styles of their resulting products. 相似文献
9.
张颖 《开封教育学院学报》2012,(3):1-3
本文是对《岁寒堂诗话》研究现状的一篇综述,旨在通过综述对其已有研究成果作一提纲挈领式的归纳陈述,以便于后继研究者在此基础上继续进行深入的研究.本文在阅读文献的基础上,将已有研究成果总结为三个方面:一是《岁寒堂诗话》的校注工作;二是张戒其人及《岁寒堂诗话》成书的考述;三是其诗学理论的挖掘与研究.全文紧紧围绕这三个方面展开论述. 相似文献
10.
Combining peer discussion with instructor explanation increases student learning from in-class concept questions 总被引：1，自引：0，他引：1
Use of in-class concept questions with clickers can transform an instructor-centered "transmissionist" environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors' and nonmajors' genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students. 相似文献
11.
A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue. 相似文献
12.
Aisling O’Boyle 《International Journal of Research & Method in Education》2018,41(3):353-366
This paper discusses researcher identity, positioning, and reflexivity as they relate to the experience of a researcher on an interprofessional research project. The project collected video recordings of students and healthcare professionals in university and clinical settings. During the process of data collection, ‘conversations’ emerged between the researcher and participants. They occurred before and after recordings took place and outside of the planned methods of data collection. These unaccounted-for-encounters between the researcher and participant produced a negotiated understanding of who each other were and how it related to the research process. But dichotomous notions of insider and outsider identity seemed too fixed to examine the social construction of knowledge produced in these encounters. This paper examines the methodological reflections on those unaccounted-for-encounters, which emerged as instances of participant focussed reflexivity. It aims to demonstrate how positioning can offer a more refined means with which to highlight the processes and practices which participants and researchers undertake in interaction. These researcher–participant encounters were sites of knowledge construction transversing professional and educational territories and transient opportunities for negotiated intersubjectivity. As such, they highlight the role that positioning can play in not only individual methodological matters but for multidisciplinary, interdisciplinary, or transdisciplinary research teams. 相似文献
13.
Talk as Data and Practice — a critical look at phenomenographic inquiry and the appeal to experience
Roger Säljö 《高等教育研究与发展》1997,16(2):173-190
The article continues a critical discussion of phenomenography by raising some issues on the status of interview data in such research. It is argued that it is doubtful if and in what sense the interview data generated in much of the empirical work within this tradition can be assumed to refer to “ways of experiencing”, the core object of research in phenomenography. In general, it would seem that the data must be understood as indicative of accounting practices — ways of talking and reasoning — that interviewees, for one reason or another, find appropriate when being asked questions. Very little, if anything, is gained in analytical terms by an initial commitment to a position in which the researcher connects utterances to experiences rather than to discourse, since the latter is what is in fact analyzed. It is also argued that in some important respects discursive practices must be seen as preceding experience, and that experiential accounts given by individuals are grounded in discursive patterns. 相似文献
14.
Mary Thomas Farrar 《Instructional Science》1986,15(1):89-107
Three important ideological commitments form the basis for traditional wisdom about teacher questioning: first, it is useful to classify questions as either fact (lower level) or reason (higher level); second, higher level questions are better; third, questions are good in general because they stimulate thought. These ideological commitments must be considered suspect, however, because they are based on inadequate research which considers only a few of the cognitive functions of questions and none of the social functions. Further research examining question and responses in context is needed before any valid judgments can be made about the values of classroom questions. 相似文献
15.
陈世阳 《成都教育学院学报》2005,19(7):85-86
创新题指近年中考出现频率高,且颇具创新性的题型.创新题可分为三类:信息给予题、开放题和探究题.信息给予题提供新颖的背景材料;开放题把条件、解法和答案等放开;探究题给定图片、表格数据、图像等原始材料.创新题取材新颖、别具一格,常以新面目示人,富有强烈的新时代气息.它考查学生的创新意识和创造能力,是备战"题海战役"的有效题型. 相似文献
16.
Amy Rector-Aranda 《Journal of Jewish Education》2017,83(4):280-309
This study explores the relationship between character selection and student engagement in the Jewish Court of All Time (JCAT), an online and classroom-based role-playing simulation of a current events court case with Jewish historical roots. Analyzing students’ responses to three questions posed in an out-of-character JCAT discussion forum, we tracked indications of their different types and styles of engagement and how they were associating this engagement with their character roles. The findings seek to augment the implementation of future JCAT simulations, as well as to inform research and practice of role-play simulations that involve assuming character personas. 相似文献
17.
Vivienne Baumfield Maria Mroz 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):129-140
The paper presents the findings of a coding system applied to the questions generated by primary school pupils to a narrative text. The coding schedule proved consistent across university and teacher researchers. The results and discussion centre on the question type and the degree of understanding displayed by pupils. Suggestions are put forward for the use of a community of inquiry approach to question generation as a means of empowering pupils and allowing the speaking and listening requirements of the National Curriculum to be met in a holistic manner. 相似文献
18.
Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces 总被引：1，自引：0，他引：1
Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life. 相似文献
19.
Pat Sikes 《International Journal of Research & Method in Education》2013,36(1):105-117
This paper considers some of the decisions that researchers take and raises issues around researcher reflexivity, identity, values and ethics. It focuses attention on researchers and reflects on how the research they do, the topics they investigate, the methodologies they espouse, the methods they use and the writing/reporting styles they adopt, can have implications both in terms of their career development and with regard to their personal integrity and moral positioning. It is something of a truism to state that the sorts of research that get done depend upon the decisions researchers make. However, the relationship between research completed and in the public domain and individual researchers' choices is by no means a simple or straightforward one. 相似文献
20.
Bernardo Gargallo López Gonzalo Almerich Cerveró Jesús M. Suárez Rodríguez Eloïna García Félix Pedro R. Garfella Esteban 《European Journal of Psychology of Education - EJPE》2013,28(4):1361-1379
We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than average students and that they preferred reflective and theoretical learning styles. Average students adopted a more surface approach, and they preferred active and pragmatic learning styles. Greater academic achievement was related to the deep approach and to the reflective and theoretical learning styles. Poorer academic achievement was related to the surface approach and an active style. University professors may reinforce the deep approach by placing high aims for students which go well beyond reproducing knowledge but use other complementary methods other than expository teaching: problem solving, case studies, designing projects, raising questions, discussion and negotiation in the classroom, etc. To accomplish this, teachers must encourage students to be committed, and these methods help do that. It also helps to introduce more demanding evaluation procedures which do not merely involve repeating what has been learnt, but include training guidance that offers students feedback. 相似文献