Special Issue on Teacher Questioning Strategies in Classroom Discourse

Submission Deadline: Nov. 10, 2019

This special issue currently is open for paper submission and guest editor application.

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Special Issue Flyer (PDF)

  • Special Issue Editor
    • Peter McCarthy
      Mathematics, Lane College, Jackson, Tennessee, USA
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Karleah Harris
      Family Science, Miami University, Miami, USA
    • Alex Sithole
      Mathematics and Physics, Missouri Western State University, Missouri, USA
    • Diane Sklensky
      Biology, Lane College, Jackson, Tennessee, USA
    • Joachim Joachim
      Political Science and Sociology, Missouri Western State University, Missouri, USA
  • 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).
    Aims and Scope:
    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.
    1. Probing and Follow-up
    2. Leading Questions
    3. Checklisting
    4. Scaffolding
    5. Questioning Strategies
    6. Questioning Clutches

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.ijecs.org/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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