Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ

Autor/in	Horton, Zachary R.
Titel	Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ
Quelle	(2019), (203 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-7109-7
Schlagwörter	Hochschulschrift; Dissertation; Churches; Theological Education; Christianity; Questioning Techniques; Religious Cultural Groups; Teaching Methods; Educational Principles; Grounded Theory; Outcomes of Education; Models; Teacher Student Relationship; Teacher Attitudes; Thinking Skills; Cognitive Processes; Affective Behavior + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Church; Kirche; Christentum; Befragungstechnik; Fragetechnik; Kirchliche Gruppe; Religionszugehörigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Lernleistung; Schulerfolg; Analogiemodell; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of Jesus Christ or the Church). Seminary teachers focus their questions on helping students learn course principles, value those principles, and apply them to their lives by discussing potential actions that can be taken by students outside of class. The purpose of this study was to observe and interview teachers relative to their questions and questioning practices in class and the reasoning and rational they explain underlying those practices. The resultant findings indicate the specific questioning principles and practices participants used to target cognitive, affective, and social/behavioral outcomes. Further, the analysis of the data yielded a descriptive model of multidimensional questioning that both describes and depicts teacher questioning in seminary and informs future instructional practice, training, and research of teacher questioning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01