NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)1
Since 2016 (last 10 years)7
Since 2006 (last 20 years)19
Audience
Teachers3
Laws, Policies, & Programs
Assessments and Surveys
Learning Style Inventory1
What Works Clearinghouse Rating
Showing 1 to 15 of 19 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Gao, Ruomei; Lloyd, Judith; Emenike, Bright U.; Quarless, Duncan; Kim, Youngjoo; Emenike, Mary E. – Journal of Chemical Education, 2021
Engaging students in scientific practices has become an important pedagogical component in STEM education, although its implementation in laboratories is still emerging. This paper uses three types of guiding questions to facilitate scientific practices in introductory and analytical chemistry laboratories. What makes our instructional model…
Descriptors: College Science, Science Instruction, Questioning Techniques, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Benedict-Chambers, Amanda; Fortner, Terra – Science and Children, 2019
Effective teachers understand the importance of asking the right kind of questions to facilitate the learning of all their students. By learning what questions to ask and when, teachers can engage their students in instruction that aligns to the vision of the "Next Generation Science Standards" (Benedict-Chambers et al. 2017; NGSS Lead…
Descriptors: Elementary School Science, Science Instruction, Equipment, Electronics
Peer reviewed Peer reviewed
Direct linkDirect link
Harvey, Stephen; Cope, Edward; Jones, Ruan – Journal of Physical Education, Recreation & Dance, 2016
The purpose of this article is to share three questioning methods that can be employed as part of a game-centered approach (GCA). These methods are (1) the debate of ideas, (2) the GROW model and (3) the reflective toss. Through these three methods it is hoped that teachers and coaches at the upper-elementary and middle and high school levels will…
Descriptors: Questioning Techniques, Educational Games, Teaching Methods, Elementary Secondary Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ostryn, Cheryl – Journal of the American Academy of Special Education Professionals, 2016
Individuals with ASD are less likely to engage in social mands, such as wh-question asking, even though this skill is demonstrated in those without ASD as young as 18 months. Therefore, teaching wh-questions to individuals with ASD is an important element in the development of any communication program. This is the third published study in a…
Descriptors: Autism, Pervasive Developmental Disorders, Questioning Techniques, Motivation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Sangoleye, Solomon Adebayo; Kolawole, C. O. O. – Journal of Education and Practice, 2016
Teaching is the heart of education. It involves the use of myriad of teaching methods, strategies and techniques. This paper critiques some of the instructional strategies used in higher institutions in Nigeria. Two of these instructional strategies (team teaching and questioning strategy) were identified. The "what", "how",…
Descriptors: Foreign Countries, Instructional Effectiveness, Teaching Methods, Team Teaching
Tovani, Cris – Educational Leadership, 2015
English teacher Cris Tovani knows from her experiences teaching elementary school that students are naturally curious. But, too often, students are so trained to be question answerers that by the time they reach high school, they no longer form questions of their own and instead focus on trying to figure out what answer the teacher wants. Tovani…
Descriptors: Questioning Techniques, Teaching Experience, Student Participation, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Holper, Lisa; Goldin, Andrea P.; Shalom, Diego E.; Battro, Antonio M.; Wolf, Martin; Sigman, Mariano – International Journal of Educational Research, 2013
The study aimed to step into two-person (teacher-student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher-student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in…
Descriptors: Brain, Metabolism, Correlation, Investigations
Peer reviewed Peer reviewed
Direct linkDirect link
Tseng, ChingMei; Chen, Shu-Bi Shu-Bi; Chang, Wen-Hua – American Biology Teacher, 2015
Guiding students to generate testable scientific questions is essential in the inquiry classroom, but it is not easy. The purpose of the BDC ("Big Idea, Divergent Thinking, and Convergent Thinking") instructional model is to to scaffold students' inquiry learning. We illustrate the use of this model with an example lesson, designed…
Descriptors: Scaffolding (Teaching Technique), Inquiry, Grade 5, Concept Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Stevens, Kym; Huddy, Avril – Research in Dance Education, 2016
Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a…
Descriptors: Dance, Dance Education, Undergraduate Study, Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Logan, Jennifer; Plumlee, Gerald L. – Journal of Education for Business, 2012
The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the…
Descriptors: Instructional Effectiveness, Teaching Models, Active Learning, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee – International Journal of Science Education, 2016
This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…
Descriptors: Models, Faculty Development, Training Methods, Middle School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Merk, Hillary; Waggoner, Jacqueline; Carroll, James – AILACTE Journal, 2013
Researchers and teacher educators have given increased attention to co-teaching during the student teaching experience. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and a chance to implement directly what is being learned by the apprentice. The co-teaching model can be…
Descriptors: Teamwork, Student Teaching, Learning Processes, Team Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž – Educational Assessment, Evaluation and Accountability, 2014
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…
Descriptors: Teacher Behavior, Academic Achievement, Achievement Gains, Models
Rosebrough, Thomas R.; Leverett, Ralph G. – ASCD, 2011
Yes, it's true that today's students have tons of distractions that take their attention away from the hard work of learning. That's why it's more important than ever to establish a teaching relationship with students that makes academic learning relevant to their lives. Here's a book that explains how to do that by changing teaching practices…
Descriptors: Teaching Methods, Teacher Student Relationship, Teaching (Occupation), Teaching Models
Peer reviewed Peer reviewed
Direct linkDirect link
Pieczura, Michelle Elaine – Science and Children, 2009
As argumentation is weaved into classroom lessons, students know what to ask, how to analyze the given information before forming a conclusion, and are able to support their reasoning with solid evidence. They will hold firm to their conclusions until proven wrong. Whether it's a discussion about whether air is matter or how speed and friction are…
Descriptors: Cooperative Learning, Inquiry, Questioning Techniques, Persuasive Discourse
Previous Page | Next Page »
Pages: 1  |  2