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Increasing Teacher Proficiency in Ef...

Hayes, Tammy K.

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Increasing Teacher Proficiency in Effective Questioning Techniques for the Elementary Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Increasing Teacher Proficiency in Effective Questioning Techniques for the Elementary Classroom./
Author:	Hayes, Tammy K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10606193
ISBN:	9780355188509

Increasing Teacher Proficiency in Effective Questioning Techniques for the Elementary Classroom.
Hayes, Tammy K.

Increasing Teacher Proficiency in Effective Questioning Techniques for the Elementary Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 143 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2017.

The purpose of this study was to determine the impact of professional development in the use of effective questioning techniques on the perceptions and instructional practices of teachers in an elementary school setting. Participants were surveyed pre- and post- targeted professional development, asking their perceptions on knowledge and use of these techniques. The results of the study revealed participants perceived themselves to have a better understanding of effective questioning techniques, a higher proficiency for, and higher frequency of use of these techniques after having received professional development. Observational data showed teachers' use of questioning techniques increased and evaluation data revealed a decrease in the number of teachers who had questioning as an area of refinement over the two-year study.

ISBN: 9780355188509Subjects--Topical Terms:

684418
Curriculum development.

Increasing Teacher Proficiency in Effective Questioning Techniques for the Elementary Classroom.
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300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Alice E. Patterson.
502 $a Thesis (Ed.D.)--Trevecca Nazarene University, 2017.
520 $a The purpose of this study was to determine the impact of professional development in the use of effective questioning techniques on the perceptions and instructional practices of teachers in an elementary school setting. Participants were surveyed pre- and post- targeted professional development, asking their perceptions on knowledge and use of these techniques. The results of the study revealed participants perceived themselves to have a better understanding of effective questioning techniques, a higher proficiency for, and higher frequency of use of these techniques after having received professional development. Observational data showed teachers' use of questioning techniques increased and evaluation data revealed a decrease in the number of teachers who had questioning as an area of refinement over the two-year study.
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