Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience

Autor/inn/en	Graham, Marien Alet; van Staden, Surette; Dzamesi, Prosper Dzifa
Titel	Communicating Lesson Objectives and Effective Questioning in the Mathematics Classroom: The Ghanaian Junior High School Experience
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.965-984 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Lesson Plans; Educational Objectives; Questioning Techniques; Mathematics Instruction; Instructional Effectiveness; Junior High School Teachers; Grade 7; Learning Strategies; Formative Evaluation; Assessment Literacy; Teacher Workshops; Experiential Learning; Teacher Competencies; Public Schools; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Educational objective; Bildungsziel; Erziehungsziel; Befragungstechnik; Fragetechnik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Lehrkunst; Public school; Öffentliche Schule; Ausland
Abstract	This study reports on Ghanaian junior high school (JHS) mathematics teachers' use of selected assessment for learning strategies in their mathematics classroom. Many JHS teachers may not be familiar with assessment for learning (AfL) strategies to enhance pupils' learning. This qualitative, intervention research employed an educational design research approach to develop hands-on workshops using Wiliam and Thompson's AfL strategic framework to enhance the capacity of the teachers to implement AfL strategies successfully in their classrooms. Eight JHS1 (Grade 7) teachers were purposively selected from JHS' in urban and rural areas. Multiple data collection strategies (interviews, classroom observation, reflective journals and document analysis) were employed to obtain insight into teachers' AfL knowledge, skills and dispositions towards the implementation of learning strategies. The pre-AfL intervention findings showed that the teachers' knowledge of AfL strategies and skills for implementation were inadequate and demonstrated ineffective and limited use of learning strategies when teaching. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01