2011
DOI: 10.1080/24727466.2011.11790305
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A Change in Questioning Tactics: Prompting Student Autonomy

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Cited by 2 publications
(2 citation statements)
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“…Teacher questioning as an instructional practice within the context of classroom discourse has received much attention by researchers historically (Redfield & Rousseau, 1981;Winne, 1979). More recently, research in the mathematics and science education fields has demonstrated the potential for follow-up questions to assist teachers in scaffolding for student learning and challenging students to think at higher cognitive levels (e.g., Chin, 2006;McConney & Perry, 2011;Oliveira, 2010;Piccolo et al, 2008;van Zee & Minstrell, 1997). Our current study findings contribute to the limited body of research on follow-up questions in the reading classroom.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Teacher questioning as an instructional practice within the context of classroom discourse has received much attention by researchers historically (Redfield & Rousseau, 1981;Winne, 1979). More recently, research in the mathematics and science education fields has demonstrated the potential for follow-up questions to assist teachers in scaffolding for student learning and challenging students to think at higher cognitive levels (e.g., Chin, 2006;McConney & Perry, 2011;Oliveira, 2010;Piccolo et al, 2008;van Zee & Minstrell, 1997). Our current study findings contribute to the limited body of research on follow-up questions in the reading classroom.…”
Section: Discussionmentioning
confidence: 99%
“…Much of the current research on follow-up questions comes from fields outside of reading education, especially in the areas of mathematics (e.g., McConney & Perry, 2011;Piccolo et al, 2008) and science (e.g., Chin, 2006;Lee, 2007;Oliveira, 2010;van Zee & Minstrell, 1997). These studies as a whole have demonstrated promising findings in the use of follow questions as a means of supporting students at varied levels of ability in accessing higher-level thinking during classroom discourse.…”
Section: Follow-up Questioningmentioning
confidence: 99%