Classroom climate and teacher questioning strategies : relationship to student cognitive development
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Glenda Ward Beamon (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- David H. Reilly
Abstract: The purpose of this research was to determine if classroom climate and teacher questioning strategies have an influence on level of student cognitive development. The three null hypotheses stated that no statistically significant differences existed between classroom climate and level of student cognitive development; between teacher questioning strategies and level of student cognitive development; and between the combination of classroom climate and teacher questioning strategies and level of student cognitive development. Thirty students, randomly selected from eight seventh and eighth grade language arts classrooms, comprised the sample. The Classroom Climate and Questioning Strategies observation instrument was used to cluster the teachers on the basis of observed frequency of climate and questioning practices. A student cognitive test was administered individually to the 15 students in the experimental group and the 15 students in the control group as a pre- and post-treatment measure of level of student cognitive development.
Classroom climate and teacher questioning strategies : relationship to student cognitive development
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Created on 1/1/1990
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1990
- Subjects
- Classroom environment
- Questioning
- Cognition