Thesis (M.A.)--University of Wisconsin--Madison, 1976. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 35)

No description available.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Includes tables. Sponsor: Kenneth Wann, . Dissertation Committee: Alice Miel. Includes bibliographical references.

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1982. / Source: Masters Abstracts International, Volume: 45-06, page: 2794.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 139-140).

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 139-140). Also available in print.

This descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of training, one day of post test and one day of transfer test. The data were analyzed by comparing the number of correct answers per QARs category. Retellings were analyzed by total scores and sub categories of Text Comprehension, Reader Response and Language Use. Results indicate that training in QARs increases comprehension, improves retelling abilities, and transfers from one content area to another.

Question Answer Relationships (QARS), is a metacognitive strategy which develops students abilty to answer comprehension questions. This study was designed to assess the effects of QARs on subjects' comprehension and on retellings, and to investigate subjects' ability to transfer QARs to another content area. The four seventh grade subjects in the study were of average ability according to previous test scores. The questions were developed from passages taken from typical seventh grade textbooks. The procedures consisted of two pretests, followed by five days of training in QARs. A post test was given for assessment of QARs. A second test assessed transfer of QARs. As an additional measure, subjects were asked to retell text information after answering questions for pre, post and transfer tests. Results indicate training in QARs had a positive effect on subjects' ability to both answer comprehension questions, and to retell information from text. Subjects were able to transfer QARs to another content area.

This research is based on the Middle School Mathematics Project (MSMP) funded by the Interagency Educational Research Initiative (IERI) through a grant to the American Association for the Advancement of Science (AAAS). Both teachers’ video lessons and students’ pre-and-post test scores were used to investigate the effects of teachers’ types, quality, and quantity of questioning students’ knowledge of algebra concepts and skills in variables, change, equality, and equations in middle school students in seventh and eighth grades. The study further explored the relationship between types of questioning, quality of questioning, and quantity of questioning. Later, teachers’ intention of asking two types of questions, probing and guiding, and teachers’ questioning acquisition methods were studied through face-to-face teacher interviews. This dissertation used a mixed approach utilizing both quantitative and qualitative methods. The data were collected from 33 teachers in two different states, Texas and Delaware, who participated in the IERI project either during the 2002-2003, the 2003- 2004, or the 2004-2005 school years. A total of 103 videotapes were obtained consisting of one to five lessons for each teacher. The teachers used one of four different textbooks: MathThematics (Billstein, et al., 1999), Connected Mathematics (Lappan, et al., 1998), Mathematics: Applications and Connections Glencoe Algebra (Collins, et al., 1998), or Mathematics in Context (MiC) (Romberg, et al., 1998). The results showed that teachers’ quality of probing questions affected students’ achievements when other variables--teachers’ teaching experience, textbook, and teachers’ math preparation--were controlled. It was also found that AAAS’ two highest rated two textbooks, CMP and MiC, affected students’ understanding. Moreover, teachers’ math preparation predicted student performance. Furthermore, quality and quantity of guiding questions and probing questions were significantly correlated with each other (p < 0.01). For the qualitative part, it was found that teachers’ were asking what they intended to ask. In other words, they were aware of the role of questioning they were using. Also, there were several methods that seemed to be more used when acquiring questioning skills- -watching and observing teachers, being in the field or from student-teacher experience, and workshops.