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Hu, Hsin-Wen; Chiu, Chiung-Hui; Chiou, Guey-Fa – Journal of Educational Research, 2019
The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade…
Descriptors: Grade 5, Science Instruction, Science Teachers, Elementary School Students

Samson, Gordon E.; And Others – Journal of Educational Research, 1987
A quantitative synthesis of fourteen studies was conducted to estimate the quasi-experimental and experimental effects of teachers' questioning strategies on academic achievement. Effects of predominantly higher order questions versus predominantly factual questions were examined. Results are discussed. (Author/MT)
Descriptors: Academic Achievement, Cognitive Development, Elementary Secondary Education, Meta Analysis

Hudgins, Bryce B.; And Others – Journal of Educational Research, 1979
Intermediate students scored better on reading comprehension tests when questions on content were interspersed in the text. (JD)
Descriptors: Cognitive Processes, Intermediate Grades, Questioning Techniques, Reading Comprehension

Fielding, Glen D.; And Others – Journal of Educational Research, 1983
Results of a comparative study of direct instruction and inquiry teaching models suggest that direct instruction can be used successfully with complex subject content matter at the secondary school level. In teaching legal concepts to 30 high school students, direct instruction produced higher multiple choice and essay test scores, while inquiry…
Descriptors: Inquiry, Legal Education, Questioning Techniques, Retention (Psychology)

Martin, Jack – Journal of Educational Research, 1979
This experiment examines the impact of a higher-order question teaching strategy on student process (classroom behaviors) and product (achievement and attitude) variables. Results generally show some impact on student process variables but little positive impact on student product variables. (Author/JMF)
Descriptors: Educational Research, Elementary Education, Questioning Techniques, Student Attitudes
Dornisch, Michele M.; Sperling, Rayne A. – Journal of Educational Research, 2006
The authors examined the use of the elaborative interrogation (EI) strategy with a lengthy text in a technology-enhanced environment. As commonly found in traditional and online text materials, questions appeared in the right margins of the text. Seventy-five randomly assigned volunteers in 2 conditions read instructional materials delivered by…
Descriptors: Instructional Materials, Internet, Undergraduate Students, Instructional Effectiveness

Mangano, Nancy G.; Benton, Stephen L. – Journal of Educational Research, 1984
Differences in interactions between two sets of fourth-grade teachers and their average reading groups immediately following the reading of a basal story were explored in this study. Results and hypotheses for further research are offered. (Author/DF)
Descriptors: Basal Reading, Elementary Education, Grade 4, Questioning Techniques

Smith, Lyle R. – Journal of Educational Research, 1979
A high degree of classroom activity relevant to the lesson content positively influenced achievement in high school algebra lessons. (Editor)
Descriptors: Academic Achievement, Algebra, Class Activities, Learning Activities

Glaubman, Rivka; Glaubman, Hananyah; Ofir, Lea – Journal of Educational Research, 1997
This study investigated the effects of a self-questioning intervention for Israeli kindergartners. Researchers used theory-based interventions (active processing and metacognitive intervention) and traditional methods to facilitate questioning, story comprehension, and self-directed learning. Theory-based training proved to be the most…
Descriptors: Active Learning, Foreign Countries, Independent Study, Inquiry

Wimer, Jeffrey W.; Ridenour, Carolyn S.; Thomas, Kelli; Place, A. William – Journal of Educational Research, 2001
Investigated the interaction patterns of teachers and students in public and private urban elementary schools to explore higher order teacher questioning. Data from observations of elementary classrooms indicated that there were no gender differences in students' responses to higher order questioning. The 16 teachers observed used predominantly…
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Students, Elementary School Teachers

Kelly, Marie; And Others – Journal of Educational Research, 1994
Reports a study that assessed the effects of reciprocal teaching on the comprehension of poor reading comprehenders who read nonfiction material in a regular classroom. Heterogeneous reading groups from two elementary classes participated in reciprocal teaching. Data analysis showed there were significant improvements in comprehension that were…
Descriptors: Discussion (Teaching Technique), Elementary Education, Elementary School Students, Foreign Countries