The purpose of this study was to develop and test materials for training prospective teachers in appropriate questioning strategy in teaching reading. The intent wasto enhance teacher skill in phrasing comprehension questions that promote children's critical reading behaviors. ProceduresInstructional and evaluative materials and a question classification system were developed based upon a review of literature relative to reading comprehension and instructional questioning. The classification system, titled ASK:Q Comprehension Categories, contained six categories. Vocabulary-Experiential, Literal, and Transformational constituted the Non-Critical categories. The Critical Reading categories included the Inferential, Evaluative, and Creative categories.The instructional material, titled TASK:QS, consisted of a series of four lesson booklets. The acronym was derived from: Teaching for Acquisition of Skill and Knowledge in Questioning Strategy. The booklets were designed to be used by groups of four or five college students in a reading methods class. Each lesson was intended to be self- or group-instructional and required the major portion of a class period. The evaluative material, ASK:Q, consisted of preand post-test forms, each containing three reading selections for which comprehension questions were to be written. The acronym was derived from Assessing Skill and Knowledge in Questioning. ASK:Q was subjected to analysis for validity and rater-reliability.Early in the quarter ASK:Q-1 (pre-test) was administered to students in two sections of a reading methods course at Ball State University to assess the question-phrasing status of the participants. Both sections were taught by the same instructor. Students in one section (control group) experienced the conventional course content. Students in the other section (experimental group) experienced the same course content. In addition, the experimental group used one TASK:QS lesson each week during the fifth, sixth, seventh, and eighth weeks of the quarter. ASK:Q-2 (post-test) was administered to students in both sections at the conclusion of the study to record any changes in question-phrasing ability.Questions written in response to ASK:Q-1 and ASK:Q-2 were scored in terms of assignment to the ASK:Q Comprehension Categories. Analysis of covariance was applied to pre-test and post-test scores. The corresponding F-values were used to determine the significance of changes in questioning strategy. Analysis focused upon changes in total number of Critical Reading questions and changes in the number of questions written in each comprehension category.ConclusionsWhile both groups evidenced gains, the experimental group wrote significantly more Critical Reading questions. Because of the small number of questions, the VocabularyExperiential category was not subjected to analysis. Changes reached statistical significance for only the Literal and Creative categories, the experimental group evidenced improved questioning strategy with respect to increased or decreased use of each of the categories analyzed. Based on statistical evidence it may be concluded that exposure to the instructional materials had only a limited effect upon enhancing the use of questions in specific comprehension categories. Results tend to indicate that questioning strategy may be influenced more effectively with respect to the total Critical Reading category rather than in terms of specific comprehension categories. It would appear that TASK:QS materials provide an effective means for enhancing teachers' skill in phrasing appropriate reading comprehension questions.The present study provided evidence that improvements can be effected in pre-service teachers' reading comprehension questioning. Results of the study also indicated that questioning strategy may be enhanced within the format of a reading methods course. It would appear appropriate to provide experiences similar to TASK:QS for prospective teachers.

The purpose of this case study was to find out how a science teacher employs questions and follow up moves in classroom discourse to facilitate students’ thinking and help them construct scientific knowledge. The study was conducted in a large class setting where the medium of instruction was English although the students were non-native speakers of the language. The teacher participant teaches Year 10 chemistry classes in a Singapore Secondary school. Several lessons covering two topics were observed from one of his classes. / Six lesson episodes that involve a series of teacher-students IRF exchanges were selected from the verbal transcripts of classroom discourse for discussion. These episodes were analyzed interpretively using an analytical framework adapted from Chin’s study. Particular attention was paid to two key aspects of the discourse which facilitated students’ thinking about the scientific concepts, as manifested by students’ verbal responses. These include the initial teacher question and teacher follow up moves in response to the students’ answers. / The findings propose that the use of higher order thinking question (initial question) together with supportive follow up moves facilitate students’ thinking about the scientific concepts at complex cognitive processes such as inferring, comparing, predicting, analyzing and evaluating. Supportive follow up moves involve applying follow up questions that require students to perform various functions such as clarify, elaborate or justify their answers. In addition, the use of these follow up moves can assist the teacher to shift discourse practices towards a class-based discussion. The thesis concludes by suggesting practical advice for science teachers regarding teacher questioning in classroom discourse to facilitate students’ thinking, and providing several recommendations for future research.

Thesis (Ph. D., Education)--University of Idaho, August 2008. / Major professor: Georgia Johnson. Includes bibliographical references (leaves 125-131). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.A.)--University of Wisconsin--Madison, 1962. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 141-144).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1975. / Source: Masters Abstracts International, Volume: 45-06, page: 2759.

Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xi, 222 p. Vita. Includes abstract. Includes bibliographical references (p. 100-102).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1992. / Typescript. Description based on print version record. Includes bibliographical references (leaves 135-142).

The purpose of this study has been to examine and define teacher questions and questioning techniques according to their function in the drama process. In order to develop a practical structure for describing these strategies, the design of the study has involved the following procedure: collecting data from the field on questions employed by two leading drama educators; analysing and describing recurrent types of questioning found in the data; organizing this information into a classification system that illustrates the skilful and complex ways in which teacher questions contribute to the drama experience. In the process of developing the classification system, the following general observations were made: 1. Questions were used extensively to promote the drama process. 2. The teacher employed a wide range and diversity of questions. 3. Definite patterns emerged in teacher questioning techniques. 4. Specific kinds of learning were emphasized by teachers within the drama. Conclusions; It is evident that the use of drama in education requires a complex and unique set of teaching strategies. If such strategies are to be accessible to educators, they must first be clearly identified and defined. Since the investigation into questioning techniques was intended as a preliminary step in this process, the focus was essentially directed towards identifying and classifying the components of methodology. However, in addition to the specific findings, there were a number of broad conclusions and implications which emerged as a result of the research: 1. Research carried out directly in the field has proven to be invaluable for the analysis of the intricate patterns of interaction inherent to the drama process. Without the richness of this perspective, the subtleties of the methods employed by the teacher could not have been adequately described. 2. The extensiveness of questioning strategies reveals that the teacher is an integral part of the social, creative, and educative structure of the drama experience by setting up potential areas of learning and shaping the ideas of the participants into dramatic form. Since teacher questioning plays such a vital role in the process it should be a key element in teacher training and professional development. Teachers need to become aware of the extensive range and diversity of questioning techniques as well as of specific terms with which to discuss the practice critically. The classification system provides a starting point for dealing with questioning in concrete terms. The arrangement of the system is not meant to imply, however, that there is a hierarchy for questioning, or that the drama process is based on a. linear or sequential theory of learning. Any one element of the taxonomy is as viable as another since questions are asked in response to the needs of the immediate situation. Questioning practice cannot be reduced to a means-end checklist - it must be approached holistically as a skill, a process, an attitude, an art. Only in this way will the teacher's use of questions effectively serve the needs of drama in education. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

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