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dc.contributor.advisorChazan, Danielen_US
dc.contributor.authorCallard, Andrew Henryen_US
dc.date.accessioned2010-02-19T06:49:59Z
dc.date.available2010-02-19T06:49:59Z
dc.date.issued2009en_US
dc.identifier.urihttp://hdl.handle.net/1903/9902
dc.description.abstractThis action research project explores the link between a teacher's questioning patterns and the modes of thinking, analyzing, evaluating and communicating that are developed in his 7th and 8th grade math students. The highly qualitative analysis focuses on three videotaped lessons from his 7th and 8th grade classrooms, and evaluates the lessons according to four categories or "lenses": cognitive demand, task completion, self-efficacy, and metacognitive activity. It then seeks to identify and codify the predominant questioning pattern used in each lesson, and connect this pattern to the levels of success exhibited in each of the four categories. Four principal patterns are observed and discussed in the lessons: Unilateral Inquiry Response Evaluation, Multilateral Inquiry Response Evaluation, Inquiry Response Collection, and Inquiry Response Revoicing Controversy. The fourth pattern is proposed as a tool for managing classroom discourse that involves a variety of (sometimes competing) student opinions.en_US
dc.titleSUBTLE CUES AND HIDDEN ASSUMPTIONS: AN ACTION RESEARCH STUDY OF TEACHER QUESTIONING PATTERNS IN 7TH AND 8TH GRADE MATHEMATICS CLASSROOMSen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.subject.pqcontrolledEducation, Mathematicsen_US
dc.subject.pquncontrolledAction Researchen_US
dc.subject.pquncontrolledCognitive Demanden_US
dc.subject.pquncontrolledMetacognitionen_US
dc.subject.pquncontrolledQuestioning Patternsen_US


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