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ERIC |
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950422s1995 xx ||| bt ||| | eng d |
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|a ED383706 Microfiche
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|a EEM#
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| 099 |
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|a ED383706 Microfiche
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| 100 |
1 |
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|a Barnette, J. Jackson.
|0 http://id.loc.gov/authorities/names/no91011717
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| 245 |
1 |
0 |
|a Wait-Time :
|b Effective and Trainable /
|c J. Jackson Barnette and Others.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1995.
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| 300 |
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|a 15 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
|b he
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| 500 |
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|a Sponsoring Agency: Office of Educational Research and Improvement (edition), Washington, DC.
|5 ericd
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| 500 |
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|a Contract Number: RP91002002.
|5 ericd
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| 500 |
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|a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). For a related document, see SP 036 057.
|5 ericd
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| 520 |
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|a This study sought to identify variables related to higher levels of elementary and secondary school teacher use of wait-time I and whether knowledge and skill can be increased by focused staff development. Wait-time I is the time a teacher pauses after asking a question before acknowledging a student's response. The study used research on QUILT (Questioning and Understanding To Improve Learning and Thinking), a staff development program designed to increase teacher use of effective classroom questioning techniques and procedures. Based on analysis involving 9,595 teacher initiated questioning episodes from 254 coded videotapes, several variables were significantly related to wait-time I: level of wait-time II, cognitive level of the question, whether the student to answer is designated before or after the question is asked, who actually answers the question, the number of students responding, cognitive level of student response, the teacher repeating or rephrasing the question, teacher probing, and teacher redirection of the question to other students. In addition, teachers who participated in the full QUILT program showed significant gains in knowledge and use of wait-time I, indicating that concentrated and focused staff development can affect this skill. (Contains 11 references.) (JB)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Elementary School Teachers.
|2 ericd
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| 650 |
0 |
7 |
|a Elementary Secondary Education.
|2 ericd
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| 650 |
1 |
7 |
|a Inservice Teacher Education.
|2 ericd
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| 650 |
1 |
7 |
|a Program Design.
|2 ericd
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| 650 |
0 |
7 |
|a Program Effectiveness.
|2 ericd
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| 650 |
0 |
7 |
|a Program Evaluation.
|2 ericd
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| 650 |
1 |
7 |
|a Questioning Techniques.
|2 ericd
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| 650 |
0 |
7 |
|a Secondary School Teachers.
|2 ericd
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| 650 |
0 |
7 |
|a Teaching Methods.
|2 ericd
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| 650 |
0 |
7 |
|a Teaching Skills.
|2 ericd
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| 650 |
1 |
7 |
|a Wait Time.
|2 ericd
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| 653 |
1 |
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|a QUILT (Staff Development Program)
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| 655 |
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7 |
|a Reports, Research.
|2 ericd
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| 710 |
2 |
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|a Appalachia Educational Lab., Charleston, WV.
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
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|i Microform (Microfilm/Microfiche)
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