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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 74 1 De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners Guzman, Natalia. - 2020 BASE Show details 2 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 3 Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation Bowen, Diana Leigh. - 2019 BASE Show details 4 UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY Nolan, Edward Charles. - 2019 Abstract: The study explores how five secondary mathematics preservice teachers use questioning structures as they develop understanding of how to teach. Teacher questioning impacts the degree of student thinking during solving problems, specifically selecting focusing over funneling questioning structures (Herbel-Eisenmann & Breyfogle, 2005; Wood, 1998). Questioning structures are investigated as the participants plan a lesson, practice it to their peers, and then teach it to high school students. As these preservice teachers explore this lesson over most of a semester, a rich analysis of questioning is developed through planning, practicing, and teaching the lesson. Investigation includes how participants elicit and interpret student thinking and how their responses either focused on the thinking of students or funneled students to the thinking of teachers. The research questions of this study are: • Do preservice teachers use focus and funnel questioning structures as they elicit, interpret, and respond to student thinking and, if so, how do they use them? • In what ways does preservice teachers’ use of focus and funnel questioning structures change through the plan-practice-teach cycle? Data for the study include an initial peer rehearsal activity; draft and final lesson plans; reflections on experiences with planning, peers, and students; and transcripts of peer rehearsals and interviews with each participant at the end of the study. Analysis of the data explored the types of questions asked and questioning structures used, how the preservice teachers used questioning to privilege or minimize the role of student thinking, and how flexible the preservice teachers were in asking questions, be they planned or extemporaneous. While each of the participants stated the goal of creating student-centered learning environments, they varied widely in their ability to privilege student thinking. Some reasons for the differences in these abilities are explored. The study demonstrated four potential areas of future research in regard to teacher preparation: preservice teachers need help to learn about and use focusing questioning structures; opportunities may need to allow preservice teachers to address and overcome their current beliefs; preservice teachers need support to effectively elicit, interpret, and respond to student thinking; and peer practice needs specific structures to be effective. Keyword: case study; focus questioning structures; mathematics; Mathematics education; pre-service teachers; questioning; Teacher education; teaching cycle URL: https://doi.org/10.13016/7czi-5cuc http://hdl.handle.net/1903/25028 BASE Hide details 5 Elementary General Education Teachers’ Decision Making Process During the Referral of English Learners to Special Education: Distinguishing between English Language Acquisition and Learning Disability GORDON, NORDIA. - 2018 BASE Show details 6 BUILDING BLOCK OF THE WORLD, BUILDING BLOCK OF YOUR IDENTITY: MULTILINGUAL LITERACY SOCIALIZATION OF HERITAGE LANGUAGE LEARNERS Tigert, Johanna. - 2017 BASE Show details 7 INTENTIONAL IMPLEMENTATION: A SELF-STUDY EXAMINING AND EVALUATING INSTRUCTIONAL IMPLEMENTATION OF DIGITAL TOOLS TO FOSTER ACADEMIC WRITING IN THE ENGLISH SECONDARY CLASSROOM Alcoser, Michelle Elaine. - 2017 BASE Show details 8 Student Experiences of Writing Conferences in a Blended First Year Composition Course: A Case Study Swan, Lisa M.. - 2017 BASE Show details 9 THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS Green, Amy Elizabeth. - 2017 BASE Show details 10 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 11 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 12 Living in the Constellation of the Canon: A Phenomenological Study of African American Students Reading Great Books Literature Prather, Anika Prather. - 2017 BASE Show details 13 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 14 Prioritizing Purposes: Two American History Teachers' Choices Among Subject Matter and Classroom-Related Purposes Blum, Robyn M. - 2016 BASE Show details 15 EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS YOU, WEI. - 2016 BASE Show details 16 Re-Positioning Latino Heritage Language Learners: The Case of one adolescent's experiences in two different pedagogical spaces. Merrills, Kayra Zurany. - 2015 BASE Show details 17 Patterns in Curriculum Choices: Pre-Calculus Curricula in the Archdiocese of Washington Hurst, Christopher Bryan. - 2015 BASE Show details 18 Students as Investigators, Teachers as Researchers: Documenting a Critical History Pedagogy and its Impact on Diverse Learners in a Tenth-Grade World History Classroom Kelly, Timothy J.. - 2014 BASE Show details 19 Teacher Talk in Early Head Start Classrooms Strausbaugh, Kristine-Marie Beck. - 2014 BASE Show details 20 Transforming Knowledge: The Effects of Scaffolded Instruction in the Toulmin Model of Argument on the Problem-Solving Strategies of Four Sixth-Grade Writers Wilson, Adam Holmes. - 2014 BASE Show details Page: 1 2 3 4

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