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Teacher Questioning Strategies in Classroom Discourse
Submission DeadlineMar. 10, 2020

Submission Guidelines: http://www.sciencepublishinggroup.com/home/submission

Lead Guest Editor
Peter McCarthy
Mathematics, Lane College, Jackson, Tennessee, USA
Guest Editors
  • Karleah Harris
    Family Science and Social Work, Miami University, Oxford, USA
  • Alex Sithole
    Mathematics and Physics, Missouri Western State University, Missouri, USA
  • Diane Sklensky
    Biology, Lane College, Jackson, Tennessee, USA
  • Joachim Kibirige
    Political Science and Sociology, Missouri Western State University, Missouri, USA
  • Peter McCarthy
    Mathematics, Lane College, Jackson, Tennessee, USA
  • Peter McCarthy
    Lane college, Jackson, USA
  • Melanie Reyes
    University of Santo Tomas, Manila, Philippines
  • Erni Murniarti
    Departement of Educational Management, Universitas Kristen Indonesia, Jakarta, DKI Jakarta, Indonesia
Introduction
Students are able to construct and communicate their knowledge during mathematics lessons. But, these are usually prompted by the teacher’s questions (Moyer & Milewicz, 2002). Moyer & Milewicz (2002) state that teachers are best able to discern the depth of students’ thinking. They could effectively question students at various levels within the cognitive domain such as knowledge, comprehension, application, analysis, synthesis, and evaluation (Moyer & Milewicz, 2002; Bloom, 1956). The use of a good approach to questioning by the teacher may mean the difference between constraining a child’s ability to think and develop new ideas and recalling trivial facts, and constructing real knowledge.
Research findings indicate that teachers’ verbal behaviour is a strong indicator of his or her total teaching behaviour (Moyer & Milewicz, 2002; Adams, 1994). Carpenter, et al. (2000) support the idea that the teacher’s questions are essential to instructional process, for questioning is indispensable in all instructions. It has been observed that a greater understanding of student thinking can be gained from using questioning as an assessment tool (Moyer & Milewicz, 2002; Baroody & Ginsburg, 1990). Thus, developing appropriate questioning techniques is obviously a very crucial part of teaching and assessing mathematics lessons. However, few research studies document ways to support the development of questioning skills for both pre-service and in-service teachers (Moyer & Milewicz, 2002; Ralph, 1999).
Teacher uses questioning strategies to gather information about the subject matter to inform teaching. On the other hand the teacher uses questioning strategies to determine the students’ status with respect to the subject matter.
Thus, this special issue will be a reasonable resource that involves student-teacher interaction in the classroom to improve learning.
To contribute to this special issue, please send your manuscript(s) on any or a combination of the topics below among others (The list is non-exhaustive; and could be from any field of endeavor)
Types of Contributions we are looking for:
  1. Case studies: In-depth reports on “Teacher Questioning Practices”
  2. Conceptual Papers: Contributions synthesizing existing literature
  3. Full research paper: On quantitative and or qualitative studies that study a particular aspect of Teacher Questioning Practices
Aims and Scope:
  1. Scaffolding in Teaching
  2. Leading Questioning Strategies
  3. Effective Questioning Strategies in Teaching
  4. Probing and Follow-up Questioning Strategies
  5. Check listing Strategy in Teaching
  6. Others: Pertaining to Teacher Questioning Practices
Guidelines for Submission
Manuscripts should be formatted according to the guidelines for authors
(see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=214).

Please download the template to format your manuscript.

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