In this article, the authors share how a third-grade teacher supported students in crafting and researching their own inquiry questions using a process known as the Question Formulation Technique to scaffold students' development of supporting questions. Hughes and Heckart provide the reader with suggestions and resources for supporting…

The National Council of Teachers of Mathematics's "Principles to Actions" (NCTM, 2014) cites posing purposeful questions and eliciting and using evidence of student thinking as effective mathematics teaching practices. Interviewing students creates opportunities for teachers to develop these practices. Through interviewing, they can try…

The "Pygmalion effect," is a construct that states that people often rise to the level that is expected of them (Chang, 2011). This is closely related to the "law of expectations," in which individuals receive what they expect to receive. These ideas may be applied to the educational arena when related to teacher perceptions…

During the past few years, the social interactions of students have been limited. The act of social distancing has not only exacerbated developmental gaps in social and emotional learning (SEL) (Vaillancourt et al. 2021) but also interrupted mathematics instruction (Lewis et al. 2021). Teachers are searching for strategies that promote…

This study was carried out in order to determine how the 3rd grade students of the Department of Elementary Mathematics Education structured their "if and only if propositions". The data were obtained by examining the students' answers given to the midterm exam questions and discussing the solutions with the students in the classroom.…

Questioning skills are significant competencies that English teachers must possess in teaching reading narrative texts. These competencies include the ability to create various levels of questions and strategies. This study aimed to investigate the teachers' competence in making question levels, strategies, and teachers' and students' responses…

This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of…

Identifying components of teaching that make a difference in children's learning is an ongoing challenge in our field. Focusing on teaching that is responsive to children's fraction thinking, we decomposed responsiveness into the instructional practices of questioning to support and extend children's thinking, noticing children's thinking, and…

Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child's learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4-6-year-olds) and six primary school classes (2nd-4th grade) when situated in a natural…

Using cross-grade peer mentoring as an integral component to field trip experiences can help educators realize the learning potential of nature-based experiences. When young students are paired with older students, Socratic peer dialogue deepens interest, investment, and ultimately ownership of new learning. Using peer-supported inquiry…

Stealth assessment has been successfully embedded in educational games to measure students' learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students' digital learning outcomes. Utilizing the user…