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- W1180804435 abstract "The potential of questioning to support learning is widely recognised. When teachers ask questions the assumption is that they (the questions) do something useful and, what is more,the more questions asked, the more good they do. Perhaps this is why research tells us that teachers ask a lot of questions during their lessons (e.g. Cotton, 1989; Newton, L., 1996; vanLier, 1998). Sometimes lessons can appear to be nothing but questions. Mohr (1998) noted teachers asking about 100 questions per hour and Brualdi (1998) recorded 300-400 questions per teacher per day. Yet Walberg (1984) placed questioning only 17th in a list of 35 instructional strategies for effectiveness. Similarly, Hattie (2009), in his meta-analyses ofresearch relating to achievement, found questioning to be one of the mid-range strategies for effectiveness, with a d value of 0.461. Why is this the case? Perhaps the answer lies not withthe quantity of questions but with their nature and purpose." @default.
- W1180804435 created "2016-06-24" @default.
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- W1180804435 date "2013-02-01" @default.
- W1180804435 modified "2023-09-27" @default.
- W1180804435 title "Teachers’ questions : can they support understanding and higher-level thinking?" @default.
- W1180804435 hasPublicationYear "2013" @default.
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