Impact of Online Support for Teachers' Open-Ended Questioning in Pre-K Science Activities

Autor/inn/en	Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick
Titel	Impact of Online Support for Teachers' Open-Ended Questioning in Pre-K Science Activities
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 4, S.568-577 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.01.002
Schlagwörter	Video Technology; Control Groups; Sentences; Science Activities; Questioning Techniques; Outcomes of Education; Teacher Attitudes; Classroom Communication; Blended Learning; Web Based Instruction; Teacher Workshops; Experimental Groups; Preschool Teachers; Science Instruction; Inservice Teacher Education; Statistical Analysis; Instructional Effectiveness; Teacher Surveys; Observation; Demonstrations (Educational); Protocol Materials + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Befragungstechnik; Fragetechnik; Lernleistung; Schulerfolg; Lehrerverhalten; Klassengespräch; Web Based Training; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerfortbildung; Statistische Analyse; Unterrichtserfolg; Beobachtung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Unterrichtsprotokoll
Abstract	We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of classroom video observations, teacher surveys, and teachers' access time to teacher supports. Our quantitative analyses revealed that the treatment group teachers used more open-ended questions than the control group teachers. The students in the treatment group used a greater number of different words and complex sentences than those in the control group. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10