Beyond the question/nonquestion alternative in classroom discussion.

Wong, E. David

doi:10.1037/0022-0663.83.1.159

Cited by 6 publications

(8 citation statements)

References 5 publications

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“…Because we wanted to find out how much control students had over interpretation and topic, it was important to examine whether the teacher already had a correct answer in mind when asking the question and whether the students had flexibility in possible responses to the questions. These distinctions are also found in the literature on teacher questioning (e.g., Bean, 1985;Dillon, 1990;Wong, 1991). Most questions were classified as having one of four purposes: (a) assessment, (b) genuine information, (c) open ended, or (d) challenging.…”

Section: Coding Questionsmentioning

confidence: 59%

Patterns of Discourse in Two Kinds of Literature Discussion

Chinn

Anderson

Waggoner

2001

Reading Research Quarterly

256

193

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S Patterns of discourse in two kinds of literature discussion This study examines the effects of two different instructional frames for discussion—traditional Recitations and an alternative to Recitations called Collaborative Reasoning—on patterns of discourse in fourth‐grade literature discussions. These two instructional frames differ on four key parameters that define an instructional frame: (a) the stance to be taken, (b) who holds interpretive authority, (c) who controls turntaking, and (d) who controls the topic of the discourse. Two research questions were addressed. The first question was whether it is possible for fourth‐grade teachers and their students to implement Collaborative Reasoning, an instructional frame that transfers much of the control over discourse to students, during their reading lessons. Quantitative analyses were conducted of features of discourse including turntaking, teacher questions, and cognitive processes manifested in students' talk. The results showed that the teachers and students were generally successful at implementing the new instructional frame. It proved more difficult to shift control over topic and turntaking to students than to shift interpretive authority to students. The second question addressed the effects of the new instructional frame on patterns of discourse. In comparison to Recitations, Collaborative Reasoning discussions produced greater engagement and more extensive use of several higher level cognitive processes. The results provide support for the use of Collaborative Reasoning in fourth‐grade reading lessons. ste estudio examina los efectos de dos tipos diferentes de esquemas didácticos de discusión—el Recitado tradicional y una alternativa al Recitado llamada Razonamiento en Colaboración, sobre los patrones discursivos en las discusiones sobre literatura en cuarto grado. Estos dos esquemas didácticos difieren en cuatro parámetros clave que definen un esquema didáctico: (a) la postura que se toma, (b) quién tiene autoridad interpretativa, (c) quién controla los turnos en la interacción y (d) quién controla el tópico del discurso. Se formularon dos preguntas para la investigación. La primera pregunta fue si era posible para los docentes y estudiantes de cuarto grado implementar el Razonamiento en Colaboración, un esquema didáctico que transfiere gran parte del control sobre el discurso a los estudiantes durante las clases de lectura. Se realizaron análisis cuantitativos de aspectos del discurso que incluyeron toma de turnos, preguntas del docente y procesos cognitivos manifestados en el discurso de los estudiantes. Los resultados mostraron que los docentes y estudiantes generalmente tuvieron éxito en la implementación del nuevo esquema didáctico. Resultó más difícil otorgar el control sobre el tópico y los turnos a los estudiantes que la autoridad interpretativa. La segunda pregunta se refirió a los efectos del nuevo esquema didáctico sobre los patrones discursivos. En comparación con los Recitados, las discusiones en el esquema Razonamiento en Co...

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Section: Coding Questionsmentioning

confidence: 59%

Patterns of Discourse in Two Kinds of Literature Discussion

Chinn

Anderson

Waggoner

2001

Reading Research Quarterly

256

193

View full text Add to dashboard Cite

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“…This situation is not surprising given the relative frequency and visibility of question-asking in the elementary and secondary school classroom. Skilled instructor-to-student questioning is generally believed to be helpful in eliciting thoughtful and reflective student responses that, in turn, may lead to the enhancement of student cognition (Carlsen, 1991; King, 1991; Martin & Pressley, 1991; Perry, Vanderstoep, & Yu, 1993; Wong, 1991).…”

Section: Classroom Questioning and Student Learningmentioning

confidence: 99%

Bias or responsivity? Sex and achievement-level effects on teachers' classroom questioning practices.

Altermatt¹,

Jovanovic²,

Perry³

1998

Journal of Educational Psychology

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The authors examined rates of both teacher responsiveness and student participation in the classroom question-asking context. Participants were 165 students and their teachers in 6 science classrooms. Teachers in 3 of the 6 classrooms called on male students to answer questions more often than would have been expected on the basis of the number of boys in the classroom. In none of the classrooms, however, did teachers call on boys more often than would be expected on the basis of the heightened volunteering rates of their male students. No systematic sex or achievement-level differences were found in the types of questions that students responded to. These findings suggest the need to focus on the role that both teachers and their students play in creating and maintaining sex differences in the teacher-student interaction context.Beginning early in children's schooling, boys have been found to have more positive interactions with their teachers than do girls, including more opportunities to answer questions (

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“…The research of Wood and Wood (1988) is a good instance on three points at issue here. 2 First, Wood and Wood (1988) also analyzed the very same classroom transcripts as did my original study (Dillon, 1985) and Wong's (1991) article. Wood and Wood found that the more the teacher used questions, the shorter students responded and the less initiative they exhibited.…”

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confidence: 99%

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Questioning the use of questions.

Dillon¹

1991

Journal of Educational Psychology

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In response to Wong's (1991) proposal to go "beyond the question/nonquestion alternative in classroom discussion" (p. 159), this article reiterates the case in favor of nonquestion alternatives. The proposal that different types of questions and different topics for discussion receive varying amounts of student response is shown to be true, yet wanting, because students respond more to nonquestion alternatives than to questions of any type on topics of every kind-and show enhanced cognition, dynamics, and group process. All available research accounts for these differences by the teacher's use of questions versus alternatives to questioning. Awaiting some countercase to be made, the author concludes this article by again questioning the use of questions and proposing anew that alternatives to questioning foster discussion.

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Beyond the question/nonquestion alternative in classroom discussion.

Cited by 6 publications

References 5 publications

Patterns of Discourse in Two Kinds of Literature Discussion

Patterns of Discourse in Two Kinds of Literature Discussion

Bias or responsivity? Sex and achievement-level effects on teachers' classroom questioning practices.

Questioning the use of questions.

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