Teacher Questions Research Articles

Teachers’ Use of Open-ended Questions: A Mixed-methods Study

The purpose of the study was to investigate teachers’ use of open-ended questions in classrooms. The study was conducted by using a mixed-methods design. The quantitative and qualitative parts of the study were carried out with 212 teachers and 65 teachers, respectively. A scaling form developed by using the rank-order scaling method was employed to collect the quantitative data. The scaling form helped to determine important factors to design open-ended questions for teachers. The qualitative data were collected by an open-ended question form and analyzed with the content analysis technique. While open-ended questions related to teaching objective(s) were identified as the most important factor, identifying time limit and point value was determined as the least important factor in the preparation of open-ended questions for teachers. The qualitative data results of the study revealed that teachers’ designing of open-ended question tasks related to learning goals specifically focusing on students’ higher-order skills was essential. Conversely, most of the teachers felt that they have difficulties with their use of open-ended questions/tasks. This suggested that providing professional development for both preservice and inservice teachers would be useful for developing and assessing open-ended questions/tasks effectively in classrooms.

Method of learning through play to facilitate the activeness of kindergarten students

The activeness of students in the learning process is important because students are the subjects of learning. The teacher as a facilitator has an important role in designing learning to facilitate student activity. However, in reality, kindergarten students were found to be less active in class. This is because the need for its characteristics has not been properly facilitated through the right method. As many as 38% of students did not pay attention to the teacher when explaining, 92% of students did not answer the teacher's questions or in other words, only one student answered the teacher's questions, 15% of students were sleepy and did not follow instructions and 0.7% of students did not complete the assignments given. This study aims to describe a method of learning through play to facilitate the activeness of kindergarten students with a descriptive qualitative research methodology supported by portfolio data that will be used as an instrument in the research, they are in the form of observation for a week, reflection on teaching six times, mentor feedback when teaching authors, and lesson plans. The research population was 13 K-2 grade kindergarten students at a school in Bogor, West Java. It was concluded that this method of learning through play can facilitate student activity because it can attract attention, increase concentration, involve less active students, and develop students holistically.

Development of Statistical Literacy Questions for Prospective Mathematics Teachers

Development of Statistical Literacy Questions for Prospective Mathematics Teachers

Teacher Questioning to Promote Extended Language Use for Preschool Emergent Bilinguals.

Emergent bilinguals (EBs) from Spanish-speaking households are a sizable and quickly growing segment of the preschool population in the United States. However, there is limited research on the provision of opportunities for EBs to engage in language-rich classroom discussion, particularly in English-dominant contexts where most EBs attend preschool. This study focused on teacher and Spanish-English EBs' language interactions in an English-dominant preschool program to better understand whether and, if so, how teachers' use of questioning strategies provided extended oral language use opportunities for Spanish-speaking EBs in their classrooms. We adopted a sequential-explanatory mixed-methods design to examine audio recordings from whole-group instruction across seven preschool classrooms and investigate how EBs responded to teachers' conversationally responsive questioning strategies, with a specific focus on how they used Spanish as they composed extended responses. Researchers coded 31 audio recordings from 12 EB students to identify teachers' (n = 7) use of questioning strategies (closed-response, open-response, and single-word-response), as well as students' responses to questions (one-word-response or extended response) and Spanish use. Teachers' use of closed-response and single-word-response questions emerged as most important in supporting Spanish-English EBs' extended language use during whole-group instruction. Furthermore, the majority of student responses that included Spanish utterances were extended responses, underscoring the value of Spanish use for students to develop extended responses. Findings suggest that equitable opportunities to enter into classroom dialogue for EBs might require more explicitly scaffolded questioning strategies and might necessitate the purposeful and intentional use of Spanish.

Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components

Teacher questions are one of the crucial components in developing students’ concept maps in project-based learning (PjBL). The study aims to measure the quality of students’ concept maps and determine the PjBL stages that accommodate concept map quality using an expanded teacher question. This research was a quasi-experiment with 335 students as participants from five senior high schools. To collect the data, teachers used open questions during the PjBL learning process with three categories: main, standard, and expanded teacher questions. The concept map data were collected from students of Biology. The student’s concept map score is calculated based on the achievement of the experts’ Concept map. Data were analyzed using Manova. The results showed that teacher questions in the PjBL stage increased the concept map component scores, especially in valid relationships and crosslink, while other components increased, no effect, and decreased. The most influential PjBL stage that accommodates concept map quality improvement is the deciding stage. Hence, our findings supported that the deciding stage of PjBL is the primary stage to improve the quality of students’ thinking. The expanded teacher’s questions in the study group, the way of collecting data, and the data analysis significantly contributed to the improvement in the quality of students’ thinking.

On the Question of Teacher’s Willingness to Cooperate with Parents Using Distance Learning Technologies

On the Question of Teacher’s Willingness to Cooperate with Parents Using Distance Learning Technologies

«РЕПЛИКИ» СОВЕТСКОГО В СОВРЕМЕННОМ ШКОЛЬНОМ ВОСПИТАНИИ

Modern Russian education is involved in the implementation of the policy of memory, for this the school uses various practices of commemoration, which, by perpetuating people, events, institutions, introduce the Soviet past into modern school culture. An analysis of normative documents and state education programs of recent years has shown that in the development of modern education programs, primarily patriotic education, they began to actively use the forms and methods of Soviet school education. This was confirmed by the results of a comparative analysis of three groups of sources: interviews of former teachers and schoolchildren about Soviet education; questioning of teachers and education advisers; plans for the educational work of several schools in Omsk. On the basis of theoretical and empirical analysis, the article concludes that many forms and methods of the Soviet system of education have returned to the modern school (rallies, meetings with war heroes, laying flowers at monuments, song and formation contests, etc.). But, at the same time, as the survey shows, the effectiveness of these forms of patriotic education is low. Of the many traditional practices, modern schoolchildren prefer observation and festive events. More complex communicative practices are incomprehensible, tedious, non-dynamic for them. The paper concludes that the problems of using these upbringing practices are due to the fact that they are a “replica”, repetition, they have lost their originality and power of emotional impact, and when using them, they do not take into account the characteristics (generational, psychological) of modern children.

The Critical Reception of Mark Twain's Introduction to English as She is Taught

The Critical Reception of Mark Twain's Introduction to <i>English as She is Taught</i>

Study on EFL Teacher Questions at a University in China: Focusing on Question Types and Questioning Language

Considering that teacher questions are crucial input source in EFL setting, this research is a study on teacher questions in university classes in China. The purpose of the study is to find out the frequency of teacher question types and also, the influence of EFL teachers’ questioning language, English or Chinese, on students’ output in EFL classes. The participants in this study are five university teachers and 168 students in China. The study adopts mixed research methods: quantitative and qualitative methods. Classroom observation and questionnaires are used to collect the data with the help of online software Questionnaire Star. Cross-coding analysis was carried out. It is found that questions for comprehension check, display questions, and referential questions are widely used in EFL classrooms in China. Different question types have different functions and advantages, so it is suggested that EFL teachers use appropriate question types with awareness. Also, teacher questions using English results in higher English output from the students compared to questions asked in Chinese. Therefore, it is suggested that more English questions be used in EFL classroom instead of the students` mother tougue. Also, in-service teacher training on teacher questions is recommended.

Investigating Reading Comprehension Questions and Student-Generated Questions in Language Lessons in terms of Level

Reading comprehension questions scaffold deeper comprehension, help students to analyze texts, improve students’ thinking skills, and help them realize permanent and meaningful learning. By comparing reading comprehension questions used in Turkish lessons with student-generated comprehension questions in terms of level, this study aimed to determine question resources’ capacity to affect students’ questions. Using a multiple-case study research method, this study examined Turkish textbooks’ reading comprehension questions, teachers’ questions generated during lessons and teachers’ questions produced for the text provided, and student-generated questions. Data were collected using the Demographic Information Form, Teacher In-Term Question Collection Form, Teacher Questions Collection Form, and Student Question Collection Form. In addition, textbooks were used as another data source. The data were analyzed using content analysis. The results revealed that the textbook questions were mainly of a low level require remembering and understanding information. Similar results were obtained for those teachers’ questions. However, it was determined that the teachers’ questions produced based on the texts were at a higher level than those produced during the lessons. Comparatively, it was also revealed that the rate of low-level questions produced by students was higher than those in textbooks and teacher questions. Furthermore, high-level critical questions were found to be limited in all resources. When students’ questions and questions produced by other resources were compared, the closest relationship was found between the students’ questions and questions produced by teachers during lessons.

Perceived Satisfaction of Students, Teachers, and Parents During the Pandemic Towards Online Teaching

With the concepts of online teaching, the study examines&#x0D; online teaching in light of the COVID 19 pandemic effects.&#x0D; Online teaching is a new and different alternative to&#x0D; traditional teaching which was enforced by most&#x0D; governments and education systems in several developing&#x0D; countries due to the pandemic, which in turn raised several&#x0D; questions for teachers, students, and their parents. To this&#x0D; end, the study's primary goal was to learn about the&#x0D; perception of teachers as well as students and parents&#x0D; regarding the satisfaction, merit, and challenges of online&#x0D; teaching. Teachers, students, and parents were all polled in&#x0D; this study. The findings of this study revealed that there is a&#x0D; difference in satisfaction with online teaching, as well as the&#x0D; perceptions of teachers, parents, and students, depending on&#x0D; gender. Along with the merits and challenges of online&#x0D; teaching the current study also examines the perceptions of&#x0D; teachers regarding the difficulties associated with online&#x0D; learning, which in major cases was related to the technology.

ВАРИАНТЫ РЕАЛИЗАЦИИ МАШИННОГО ОБУЧЕНИЯ С ПОДКРЕПЛЕНИЕМ В ПРОГРАММЕ АNУLОGIС

Artificial intelligence methods are widely applied in the detection of type problems. There are many variations of machine learning, among which reinforcement learning occupies a special place. At present, there is no answer to the teacher's question, but there is a response from the environment. Such environments can be real (for example, on random roads, in confined airspace, or on a training assembly line) or natural. Simulation software tools allow you to create realistic artificial intelligence environments, safely train and test learning agents. Including such approaches to solving various business problems. This article is devoted to the analysis of implementation options for a coupling simulation model with machine learning with reinforcement, used in the proposed software product, to identify their features, shortcomings and shortcomings.

Question Types and Questioning Tactics Used by Bright English Teacher during English Online Class

This study was conducted to determine what question types and questioning tactics the Bright English language teacher used in English online classes. In this study, the writers used Wragg and Brown’s (2001) theory of three question types and seven questioning tactics to analyze the data. This study was done using a qualitative approach. The findings showed that the teacher asked conceptual and empirical questions to students in online meetings. When asking questions, the teacher employed five questioning tactics: pausing and pacing, directing and distributing, listening to replies and responding, prompting and probing, and sequencing questions. In conclusion, the teacher's question types and questioning tactics were affected by the lesson’s topic and the class situation. For further research, the writers suggested that two or more learning groups with students from different grades could be analyzed in onsite and online learning environments.

Exploring the connection between teacher questioning and student learning behavior from a discourse perspective - A case study

Teacher questioning is common interaction in classrooms, which seems to be an effective tool to stimulate and enhance teaching and learning. This paper aims to investigate English teachers’ questioning strategies in connection with student learning behavior from a discourse perspective at the University of Foreign Languages, Hue University, Vietnam, within a case study of a Reading class at the English Department. One teacher and 30 students voluntarily participated in the study. Data were collected via audio recordings and classroom observation of 06 teaching hours for Reading classes. Critical Discourse Analysis Theory and Constructivist Learning theories were applied as the analysis and explanation frameworks. Results revealed that teachers employed various discourse strategies for questioning to enhance students learning behavior such as eliciting responses, checking comprehension, and soliciting agreement question functions; which helped arouse students’ interest in the upcoming reading texts, prepare them for vocabulary learning and background knowledge forming, and guide them through the process of reading comprehension skill practice. The paper also addressed implications and suggestions to help teachers exploit teachers’ questioning more effectively in language teaching.

Is there an increase over time in the complexity of teacher questions and student responses in case-based clinical seminars? A cross-sectional video study

BackgroundCase-based group discussions (CBGD) are a specific, interaction-focused format dedicated to fostering medical students’ skills in applying basic biomedical knowledge to patient cases. Existing conceptions of CBGD suggest that a gradient towards increased opportunities for students to make elaborative verbal contributions is an important element of such seminars. To verify this assumption, we investigate empirically if clinical teachers progress from more basic, knowledge-oriented questions towards more advanced, elaboration-oriented questions in such seminars.MethodsWe videotaped 21 different clinical teachers and 398 medical students in 32 CBGD-seminars on surgery and internal medicine. We coded closed-reproductive and open-elaborative teacher questions as well as reproductive and elaborative student responses to these questions. Inter-rater reliability was satisfactory. To determine trends regarding the teacher questions / student responses, we compared eight time-segments of equal duration per seminar.ResultsOverall, clinical teachers asked more closed-reproductive than open-elaborative questions. Students gave more reproductive than elaborative responses. Regarding the frequencies of these forms of teacher questions / student responses, we found no significant differences over time.ConclusionsClinical teachers did not deliberately modify the types of questions over time to push students towards more elaborative responses. We conclude that the critical question to which degree promising teaching approaches are actually put into clinical teaching practice should be raised more purposefully in medical education research.

Classroom Interaction Patterns of English Teacher Candidates in Micro Teaching

The research objective was to describe what and how classroom interaction patterns and what factors influenced English teacher candidates in micro-teaching. The research problem was what and how classroom interaction patterns and what factors they make in the performance of the basic skill. The research method used was qualitative research. The researchers used videotape and in-depth interviews as the research instruments to collect the data needed. The total respondents were 66 students as English teacher candidates. The results and important findings from the videos were obtained that the English teacher candidates had good, good enough, enough, and bad classroom interaction patterns. In group work, the interaction between student and student was bad. A similar thing happened in closed-ended teacher questioning, the interaction between student-teacher-student was bad too meanwhile in open-ended teacher questioning was good enough. In the choral response, the interaction pattern between student-content was good. The last was teacher talks, the interaction pattern of student-teacher was enough. Some factors influenced classroom interaction patterns such as the result from the in-depth interview that were the linguistic ability level of English teacher candidates, ability to select interesting topics, ability to master the content, ability to manage the classroom, and lack of confidence. In a conclusion, classroom interaction patterns were at different levels influenced by some factors, monotonous and mostly similar patterns for all the English teacher candidates as happened in a conventional classroom.

Needs Analysis on English Language Learning of Software Engineering Students of SMK Kartika XX-1 Makassar

The objectives of this research were to determine: (1) the needs of software engineering students in learning English; and (2) the materials suit the English language learning of the software engineering students of SMK Kartika XX-1. This research used a descriptive qualitative research method. The participants of this research were 2 English teachers and 30 software engineering students grade X at SMK Kartika XX-1 Makassar, which were taken through purposive sampling. The instrument used in this research was a structured interview which was contained of 15 open-ended questions for students, and 10 open-ended questions for teachers. The data of this research were analysed in four stages; they were coding, data reduction, data display, and drawing conclusion or interpretation. As the result of this research, researcher found that the needs of Software Engineering students were to learn English in accordance with the teaching concepts of English for Specific Purposes. For necessities, both of the students and teachers stated that the students’ need speaking skill the most. Therefore, the lacks of students were the limitation of vocabularies and the less of self-confidence in speaking. In line with the students’ lacks, most of the students wanted their speaking skill and vocabulary achievement better than before. It can be concluded that some topic materials that covered four of language skills, they were; software language program for listening, software development for speaking, software introduction for reading, and the last was launch the computer program for writing.

Reading Comprehension and Literacy Instruction for Students with Autism Spectrum Disorder

This research focuses on strategies for reading comprehension and engagement for students with ASD. There are few studies about the reading comprehension and word decoding of students with autism. Research indicates that only two studies investigated strategies to improve reading comprehension among these students. For example, a study of Reading Comprehension Profiles of High-Functioning Students on the Autism Spectrum (2012) found that using anaphoric cueing or asking students to define pronouns after they have been used in reading has been proven effective in improving reading comprehension. In another study, Children With Autism Spectrum Disorder and Literacy Instruction: An Exploratory Study of Elementary Inclusive Settings (2001), researchers found that reading comprehension improved when general education students were taught to use reciprocal questioning. This type of questioning allows students to ask the teacher questions about the reading so that students can demonstrate understanding. Further, using this strategy with general education students increased the number of questions generated, the responses to questions generated, and the responses to questions when using a story map.

Contingency, Convergence, and Divergence of Teachers’ Questions In Classroom Interactions

The purpose of this study was to analyze questioning activity uttered by EFL teachers in terms of contingency, convergence, and divergence in their interactions with students. Data were gathered from six chosen EFL teachers’ questions teaching to college students, hereupon were attentively transcribed and analyzed using Conversation Analysis (CA) principle. The results found that contingency questions were in the form of extending, disputing, transforming, and repeating former utterances through clarification, display, and referential questioning types. Apart from contingency, convergence appearing in teacher questions might flourish students’ responses through display questions. Meanwhile, divergent questions tend to enlarge the talks. The seemingly endless “questioning problems” improvising limitless further research studies therewith, employing more data sources in a different methodology as well as the perspective of analysis are suggested as it directly affects the teaching-learning process.

Course characteristics influencing students’ oral participation in higher education

Many teachers strive for lively student participation in class. This field study examined aspects of learning environments in higher education with regard to their connection with students’ oral engagement. Overall, six factors that might increase or decrease oral participation were investigated: the number of teacher questions, course atmosphere, level of demand, student preparation (e.g., through homework), class size, and subject discipline. The sample consisted of 80 courses of diverse disciplines at a public university in Germany; variables were measured by trained observers as well as by the attending students. Student oral participation was indicated by the number of student questions, the number of student contributions, and an engagement rate denoting the breadth of participation in a course. Three multiple regression analyses revealed a differentiated pattern of results: Whereas the number of student questions increased with the level of demand and a positive course atmosphere, the number of contributions and the breadth of participation were both closely linked to the number of teacher questions posed, but were also influenced by student preparation, level of demand, and the teaching culture of the subject discipline. Class size did not have a significant effect on any of the three participation measures. With respect to empirical research on student participation, the study shows the necessity for a differential approach and the consideration of teachers’ interactive behaviour. Regarding the design of learning environments and the manner of teaching, three implications for practitioners are to ask questions, to be friendly, and to assign homework.