大葉大學圖書館 |

Questioning Techniques and Student Learning Outcomes: A Hands-On Action Research Study on How Pre-Service Teachers' Questioning Techniques Affect Student Discovery of Mathematical Relationships.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Questioning Techniques and Student Learning Outcomes: A Hands-On Action Research Study on How Pre-Service Teachers' Questioning Techniques Affect Student Discovery of Mathematical Relationships.
作者:	Critelli, Amanda.
面頁冊數:	68 p.
附註:	Source: Masters Abstracts International, Volume: 50-06, page: 3521.
Contained By:	Masters Abstracts International50-06.
標題:	Education, General.
標題:	Education, Mathematics.
標題:	Education, Evaluation.
ISBN:	9781267349798
摘要、提要註:	This study examined pre-service teachers working with small groups of third and fourth grade students with a focus on mathematics. The group of student participants was comprised of classes from three different school districts. The pre-service teachers were all from the same higher education institution. The focus of this exploration was to determine the ways in which teachers' questioning techniques affect student learning when faced with a discovery learning challenge. This study was designed to determine whether or not the types of questions would ultimately affect student performance. The conclusions of this study suggest that pre-service teachers' questioning skills are related to student's ability to draw meaningful conclusions and express relationships between circumference and diameter. Assessment scores and observations present 100% student achievement, however, when further analyzed for depth of knowledge vs. strictly vocabulary acquisition, the extent of the achievement differs based upon the types of questions asked by the teacher.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1510716

Questioning Techniques and Student Learning Outcomes: A Hands-On Action Research Study on How Pre-Service Teachers' Questioning Techniques Affect Student Discovery of Mathematical Relationships.
Critelli, Amanda.

Questioning Techniques and Student Learning Outcomes: A Hands-On Action Research Study on How Pre-Service Teachers' Questioning Techniques Affect Student Discovery of Mathematical Relationships. - 68 p.

Source: Masters Abstracts International, Volume: 50-06, page: 3521.

Thesis (M.A.)--Hofstra University, 2012.

This study examined pre-service teachers working with small groups of third and fourth grade students with a focus on mathematics. The group of student participants was comprised of classes from three different school districts. The pre-service teachers were all from the same higher education institution. The focus of this exploration was to determine the ways in which teachers' questioning techniques affect student learning when faced with a discovery learning challenge. This study was designed to determine whether or not the types of questions would ultimately affect student performance. The conclusions of this study suggest that pre-service teachers' questioning skills are related to student's ability to draw meaningful conclusions and express relationships between circumference and diameter. Assessment scores and observations present 100% student achievement, however, when further analyzed for depth of knowledge vs. strictly vocabulary acquisition, the extent of the achievement differs based upon the types of questions asked by the teacher.

ISBN: 9781267349798Subjects--Topical Terms:

565457
Education, General.

Questioning Techniques and Student Learning Outcomes: A Hands-On Action Research Study on How Pre-Service Teachers' Questioning Techniques Affect Student Discovery of Mathematical Relationships.
LDR:02162nam a2200301 4500 001 404459
005 20140528124244.5
008 140703s2012 ||||||||||||||||| ||eng d
020 $a 9781267349798
035 $a (MiAaPQ)AAI1510716
035 $a AAI1510716
040 $a MiAaPQ $c MiAaPQ
100 1 $a Critelli, Amanda. $3 565501
245 1 0 $a Questioning Techniques and Student Learning Outcomes: A Hands-On Action Research Study on How Pre-Service Teachers' Questioning Techniques Affect Student Discovery of Mathematical Relationships.
300 $a 68 p.
500 $a Source: Masters Abstracts International, Volume: 50-06, page: 3521.
500 $a Adviser: Eileen G. Simons.
502 $a Thesis (M.A.)--Hofstra University, 2012.
520 $a This study examined pre-service teachers working with small groups of third and fourth grade students with a focus on mathematics. The group of student participants was comprised of classes from three different school districts. The pre-service teachers were all from the same higher education institution. The focus of this exploration was to determine the ways in which teachers' questioning techniques affect student learning when faced with a discovery learning challenge. This study was designed to determine whether or not the types of questions would ultimately affect student performance. The conclusions of this study suggest that pre-service teachers' questioning skills are related to student's ability to draw meaningful conclusions and express relationships between circumference and diameter. Assessment scores and observations present 100% student achievement, however, when further analyzed for depth of knowledge vs. strictly vocabulary acquisition, the extent of the achievement differs based upon the types of questions asked by the teacher.
520 $a Keywords: questioning, pre-service teachers, circumference, diameter, mathematical relationships.
590 $a School code: 0086.
650 4 $a Education, General. $3 565457
650 4 $a Education, Mathematics. $3 565503
650 4 $a Education, Evaluation. $3 565504
690 $a 0515
690 $a 0280
690 $a 0443
710 2 $a Hofstra University. $b Elementary Education (Math, Science, & Technology). $3 565502
773 0 $t Masters Abstracts International $g 50-06.
790 $a 0086
791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1510716