August 1st, 2011 | RESEARCH
Teachers who participated in professional development aimed at increasing awareness of the cognitive and social functions of questioning social understanding and questioning practices led to teachers creating more student-centered classrooms. This research shows that, through discourse analysis, teachers were able to reflect on and adopt questioning strategies that led to students’ higher-level thinking, longer and more sophisticated responses, and self-evaluation.
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Team Members
Shelley Stromholt, Author, University of WashingtonRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science | Social science and psychology
Resource Type: Research Brief
Environment Type: Professional Development and Workshops