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The effects of teachers' questioning patterns on learners' outcomes.

Capalongo-Bernadowski, Carianne (2007) The effects of teachers' questioning patterns on learners' outcomes. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The purpose of this study was to determine the effects of middle school social studies teachers' questioning patterns on learners' outcomes. Using a strategy developed by Beck, McKeown, Sandora, Kucan, & Worthy (1996), Questioning the Author, participants were trained in the implementation of this effective questioning strategy in an effort to improve classroom questioning and students' responses to text.Two volunteer social studies teachers from an inner city middle school in western Pennsylvania were the participants in the study. The investigator served as the primary observer using a case study format.The primary instrument used to gather data was observations. The investigator observed and audio taped each lesson. Once the lessons were audio taped, the observations were transcribed and categorized using an observation tool based on the work of Beck, McKeown, Sandora, Kucan, & Worthy (1996).Four social studies texts were used and each was taught by the participants during a separate 45-minute class period. Together the investigator and the participants pre selected these texts based on curriculum criteria. Once the chosen texts were taught to the students, the investigator trained the subjects in the implementation of Questioning the Author (Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L., 1997; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) strategies. The investigator then observed the subjects teaching the same four texts. The data obtained from the audio tapes and observations were analyzed using tables and descriptive narratives. In addition, participants kept reflective teaching journals, which were also categorized and analyzed. Additional instruments used to gather data included the Survey: Teaching Questioning Survey and interviews with participants. The survey was distributed prior to the study and sought after information about the participants' general knowledge of questioning strategies. Interviews were conducted before and during the study with information obtained woven into the analysis and conclusions.The study concluded that the intervention staff development strategy, Questioning the Author (Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L., 1997; Beck, McKeown, Sandora, Kucan, & Worthy, 1996) resulted in an increased ability of teachers to ask questions that prompted higher student engagement with text. Similarly, the increase in text engagement resulted in elevated levels of comprehension.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairHartman,
Committee MemberBeck, Isabelibeck@pitt.eduIBECK
Committee MemberKimmel, Margaretmaggie@pitt.eduMAGGIE
Committee MemberDuff, Ogleogleduff@pitt.eduOGLEDUFF
Date: 29 January 2007
Date Type: Completion
Defense Date: 27 October 2006
Approval Date: 29 January 2007
Submission Date: 20 October 2006
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Questioning the Author; reading comprehension; teacher training; text engagement
Other ID:, etd-10202006-230659
Date Deposited: 10 Nov 2011 20:03
Last Modified: 15 Nov 2016 13:50


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