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…

Most educators think of professional development (PD) as a way to influence the uptake of evidence- based practices. However, PD can also play an important role in sustaining the practices over time--a critical ingredient for improving outcomes for all students. A number of studies have identified key features of PD that support both the long-term…

While beneficial to student engagement and learning outcomes, student-created research questions require a shift in thinking for the teaching team, which is made up of the school librarian, classroom teacher(s), and other specialists designing the inquiry learning experience. For librarians leading inquiry learning, this shift can seem difficult…

An educational advocate, also known as a parent advocate, child advocate, student advocate, or independent advocate, assists parents of students with disabilities in navigating the complex world of special education. This brief guide will help parents: (1) ask interview questions that will help get an understanding of an advocate's approach to…

The article deals with the problems of colloquial interrogative sentences having the function features in the source and target fiction texts. The importance of the research of interrogative sentences is defined by frequent use of questioning in the process of communication and a close connection of the problem of questioning with other…

Teacher questioning is a very important aspect of teacher-student interaction in classrooms around the world. However, expectations of the purposes and types of these interactions can be variable, particularly across cultural contexts. This qualitative study considers the way teacher questioning is used in a mathematics class in a Chinese primary…

This paper argues that a teacher should and can be not only the organizer of a lesson as well as participant in a dialogue who has the equal right with pupils vis-à-vis the truth of the learning material in order to make lessons dialogic. To analyze such a teacher's way of being in the lesson, the concept of a triadic relationship among pupils,…

Teaching students to generate questions to monitor their reading comprehension is an evidence-based practice demonstrated to be effective across grade levels for students with and without disabilities. As self-questioning is a complex skill, many students can benefit from additional instructional supports, especially when they are first learning…

Questioning is a core component of formal pedagogy. Parents commonly question children, but do they use questions to teach? This article defines "pedagogical questions" as questions for which the questioner already knows the answer and intended to help the questionee learn. Transcripts of parent-child conversations were collected from…

Within the vast search for ways to enhance the online classroom learning environment and to engage students fully, researchers often turn to discussions concerning instructor-student interactions that take place daily in the online classroom. Although students interact with other students and with the content, it is the student-instructor…

The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a postsecondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads…

To address student misconceptions and promote student learning, use discussion questions as an alternative to reviewing assessments. This article describes how using discussion questions as an alternative to going over the test can address student misconceptions and can promote student learning.

Automatic answer assessment systems typically apply semantic similarity methods where student responses are compared with some reference answers in order to access their correctness. But student responses in dialogue based tutoring systems are often grammatically and semantically incomplete and additional information (e.g., dialogue history) is…

This descriptive study examined the extratextual utterances of 10 special education teachers as they engaged in shared reading with groups of their students with extensive support needs (ESN) in special education classrooms. The independent variables were grade band (i.e., elementary, middle, high) and students' expressive language (i.e., high…

The aim of this study is to examine the error approach of middle school teachers and their noticing of their approaches. The study was designed as a case study, which is a qualitative research method, and conducted through four middle school mathematics teachers during the pandemic. The data regarding the study were gathered via in class video…