The teaching practices of English reading in Indonesia provide limited opportunities for students to engage actively with texts to foster comprehension. Teaching reading through the use of self-questioning strategy has been shown to be an effective approach to improve students’ levels of questioning that promotes reading comprehension. However, for this to occur, teachers need a more effective self-questioning strategy to use it with their students. This study investigates the development of teachers’ and students’ self-questioning strategy use, the challenges faced by teachers, and the assistance that they need to implement it. The effects of the implementation of self-questioning strategy on students’ skills in generating questions about English passages are also examined. This study was conducted in Samarinda, the capital of East Kalimantan, Indonesia, where English is a foreign language to Indonesian speakers. Three teachers and their Grade 11 classes from three different secondary schools participated in a multiple-site case study which was employed to generate rich explanatory data across sites. Data were gathered from both teachers and students in the form of observations, field-notes, interviews and reflective journals. Audio and video recordings of classes and teaching of English reading were used to support the data collection. The teachers were subsequently trained in a workshop in the use of self-questioning strategy with guidelines for the use of different levels of questions based on Bloom’s taxonomy. The teachers then implemented the self-questioning strategy with students in their classrooms. Two levels of analysis were applied in this multiple-site case study. Within site study analysis involved organising the data to search for patterns for each site. Across-site study analysis was then applied to generate themes, knowledge, concepts, and connections between variables and across the study sites before triangulation with other sources of data was undertaken to draw conclusions. The findings from this study show that teachers relied on textbooks for pedagogies for teaching reading and for the kinds of questions they asked to assist in reading comprehension. This meant that both teachers and students were exposed mainly to low level questions. Thus, they faced challenges in generating high level questions in these conditions, and required assistance in order to do this. The results reveal that both teachers and students perceived that they gained benefits from the application of the self-questioning strategy. Some factors that contributed to the effectiveness of the implementation of the self-questioning strategy in this EFL context were teachers’ knowledge and confidence, the abilities of students, the nature of the class, the supportive learning environment, and sufficient time for implementation. The implications for future research included the need to examine the self-questioning strategy in a longitudinal study, and the need to focus on students’ understanding and transfer of learning to other contexts. More generally, this study shows that the self-questioning strategy can be implemented effectively in reading lessons in Grade 11 classes in an Indonesian context. The findings of the study reveal that as well as improving teachers’ and students’ abilities to generate questions about English passages, the use of self-questioning also promotes the development of a more learner-centred approach in EFL and assists teachers to ask questions in their classrooms that go beyond those provided in the textbooks. The findings suggest that research in self-questioning strategy needs to be expanded and continued because this study has shown the potential of the strategy to enhance students’ engagement in learning and potentially to foster improvements in reading comprehension.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 149-156).

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Dana Sparkman. ETD. Includes bibliographical references (p. 73-82) and appendices.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 149-156). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Nov. 13, 2009). Thesis advisor: Vincent Anfara. Vita. Includes bibliographical references.

A presente pesquisa teve por objetivo analisar as percepções de dezessete professores do magistério público paulista a respeito da construção e implementação da nova Proposta Curricular da Secretaria da Educação Estadual do Estado de São Paulo SEE/SP (SÃO PAULO, 2008) e seus impactos e implicações para a prática pedagógica. Procuramos identificar também os sentidos que os professores da área de Ciências Humanas, que compõe a mesma Proposta Curricular, dão para a mesma. Nesta parte, nosso foco foi de identificar as dificuldades e ações que os professores desenvolviam para promover um ensino crítico desmistificador no Ensino Médio. Procedemos aos levantamentos de dados por meio de duas reuniões de Grupos Focais com participação de treze professores, das quatro áreas curriculares que compõem a nova Proposta Curricular. Foram realizadas ainda quatro entrevistas semiestruturadas, com quatro professores da área específica do Currículo de Ciências Humanas. Nas análises dos dados utilizamos a teoria de Análise do Discurso de linha francesa. Os resutados alcançados demonstram que os discursos apresentam certos dualismos; pois enquanto por um lado, criticaram a metodologia de construção e implementação da nova Proposta Curricular. Em contrapartida, conceberam que era um plano pedagógico importante para o sistema educacional, pois direciona e equaciona o trabalho pedagógico nas escolas públicas paulistas. Entretanto, os dados levantados e analisados demonstraram também que há dicotomias e contraposições quanto à qualidade e viabilidade da mesma; há professores que a concebe como mais um plano político que se perderá ao longo do tempo\", enquanto outros a veem como uma política curricular eficiente e que foi implementada com o objetivo de organizar o sistema educacional paulista. Houve professores que argumentaram que estava na hora do Estado agir diante das discrepâncias e desorganização curricular que havia, pois, como argumentaram parte dos docentes: cada um fazia o que queria. As análises permitiram identificar ainda três formas de resistências veladas no seio da classe docente diante das políticas públicas curriculares da SEE/SP; a primeira em decorrência de políticas curriculares anteriores que não tiveram os resultados positivos esperados, principalmente no processo de ensino-aprendizagem. Citaram como exemplo, a política de progressão continuada, que segundo os docentes se tornou progressão automática. A segunda deve-se à má organização curricular, ou seja, as discrepâncias que há nos objetivos pedagógicos das propostas currilares, principalmente no que diz respeito à realidade e necessidade dos alunos. A terceira, porque veem a nova Proposta Curricular como um instrumento do poder dominante, instrumento de assujeitamento ideológico, que age otimizando a liberdade docente, descaracterizando suas identidades e limitando suas autonomias no que diz respeito ao desenvolvimento dos trabalhos pedagógicos / This study aimed to analyze the perceptions of seventeen teachers of São Paulo public teaching about the construction and implementation of the new Curriculum Proposal of the Secretary of State Education of the State of São Paulo - SEE / SP (SÃO PAULO, 2008) and its impacts and implications for teaching practice. We also seek to identify ways that teachers of the Humanities, which comprises the same Curriculum Proposal, give to it. In this part, our focus was to identify the difficulties and actions that teachers developed to promote critical teaching debunker in high school. Proceeded to survey data through two meetings of focus groups with participation of thirteen teachers, the four curriculum areas that make up the new Curriculum Proposal. Yet there have been four semi-structured interviews with four teachers of the specific area of the Curriculum of Humanities. In the analysis of the data we use the theory of \"discourse analysis\" of the French line. The achieved overall result shows that the speeches have certain dualisms; for while on the one hand, criticized the construction methodology and implementation of the new Curriculum Proposal. However, it was conceived an important educational plan for the educational system as directs and equates the pedagogical work in the São Paulo public schools. However, the data collected and analyzed also showed that there dichotomies and contrasts the quality and viability of the same; There are teachers who conceives it as more a political plan that will be lost over time while others see it as efficient curriculum policy, which was implemented with the objective of organizing the São Paulo educational system. There were teachers who argued that it was time the State act on the discrepancies and curriculum disorganization that was because, as argued the teachers:. every man did what I wanted the analysis allows to further identify three forms of covert resistance within the teaching profession before curriculum of public policy SEE / SP;. the first due to previous curriculum policies have not had the expected positive results, especially in the teaching-learning process they cited as an example, the policy of \"continuous progression\", which the teachers are become automatic progression. The second is due to the bad curricular organization, namely, the discrepancies which are in the pedagogical objectives of currilares proposals, especially with regard to reality and need for students. The third, because they see the new Curriculum Proposal as an instrument of the dominant power, instrument ideological subjection, which acts optimizing the teaching freedom, debased their identities and limiting their autonomy with regard to the development of pedagogical work.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Linda Lyman (chair), Albert T. Azinger, George Padavil, W. Paul Vogt. Includes bibliographical references (leaves 111-117) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1987.