کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374145 | 622477 | 2012 | 10 صفحه PDF | دانلود رایگان |

We examined the effects of teacher supports in enhancing teachers’ open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of classroom video observations, teacher surveys, and teachers’ access time to teacher supports. Our quantitative analyses revealed that the treatment group teachers used more open-ended questions than the control group teachers. The students in the treatment group used a greater number of different words and complex sentences than those in the control group.
► Treatment group teachers asked more open-ended questions than the control group.
► The web-based supports contributed to teachers’ use of open-ended questions.
► Students in treatment group used more different words and complex sentences.
Journal: Teaching and Teacher Education - Volume 28, Issue 4, May 2012, Pages 568–577