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1、TheEffectofTeacherQuestionTypeonStudentEngagement:AStudyofHighSchoolClassroomsatFourAbilityLevelsWT(Ted)StilleIVwithJosephMilner,Ph.D.WakeForestUniversityDepartmentofEducationDecember2008Teachereffortstoleadstudentstocognitivedevelopmentandknowledgeshouldbeviewedasanecess
2、arilydeliberateact,facilitatedinlargepartbythequestionsteachersuse.Bycontinuallyassessingstudentabilityandofferingchallenginginstructioninadiscursiveenvironment,teachersencouragestudentgrowth.Itisinthestudents’responsestothesequestionsthatcognitivedevelopmentcanoccur.Stud
3、entengagementisacentralcomponenttoastudent’spotentialforcognitivedevelopmentintheclassroomenvironment:“[Studentengagementreflects]thestudent’spsychologicalinvestmentinandefforttowardlearning,understanding,ormasteringtheknowledge,skills,orcraftsthatacademicworkisintendedto
4、promote”(Newmann,1992,p.12).Availableliteraturemakescleartheimportanceofateacher’squestioningtechniqueinastudent’sgrowth.Thisstudyevaluatedhowteachersutilizedquestiontypesinfourclasslevelsofvaryingabilityandhowthosequestionsaffectedstudentengagement.ReviewofLiterature“Inc
5、ountlesssituationsintheEnglishclassroom,questioningisundoubtedlyafavored–andoftenmosteffective–teachingandlearningtool”(Christenbury&Kelly,1983).Hierarchiesareausefultooltodetermineateacher’sobjectivesforcognitivedevelopmentoftheirstudents.Thetaxonomywasrecentlytailoredto
6、facilitateitsuseasatoolfor,amongotherneeds,“instructionaldeliveryandassessment”(Forehand,2005).Teachersmustbesensitivetostudentengagementwhilequestioningaclass,duetoengagement’scentralimportancetocognitivedevelopmentaswellasfortheenvironmentofexpectationsthatquestionscrea
7、te(Andersonetal.,2001;Feldman&Prohaska,1979;Nystrand&Gamoran,1990).182MethodologySubjectsFourEnglishteachersandtheirclassesinaWinston-Salem/ForsythCountyHighSchoolwereobservedduringFallsemester,2008.Betweenthefourteachers,fourdifferentlevelsofEnglishclassesweretaughtandob
8、served:AdvancedPlacement,Honors,Standard,andRemedialEnglish.Allclassesrangedinsizefrom10to30stud
