Multicultural Education: Historical Development, Dimensions, and Practice

The meta-analytic technique was used to synthesize experimental research findings on the relationship between level of teacher questioning and student achievement. Twenty studies on teachers’ use of “higher” and “lower” cognitive questions were reviewed. Higher cognitive questions require pupils to manipulate information to create and support a response; lower cognitive questions call for verbatim recall or recognition of factual information. Effect sizes were computed to investigate the impact of program monitoring, experimental validity, and level of teacher questioning. Results show that gains in achievement can be expected when higher cognitive questions assume a predominant role during classroom instruction.

A Meta-Analysis of Experimental Research on Teacher Questioning Behavior

The Role of Ignorance in Intergroup Relations

Preventing prejudice and improving intergroup attitudes: A meta-analysis of child and adolescent training programs

There is much professional consensus that teacher questions have a major impact on the quality and quantity of student achievement. Indeed, in an earlier review of the research on teacher questions, Gall (1970) labeled this belief a truism. Also, textbooks on teaching methods extol questioning techniques as a central element in teaching (e.g., Hoover, 1976). Indeed, some authors (e.g., Hunkins, 1972; Cunningham, 1971) imply to their readers that research has demonstrated relatively conclusively that particular kinds of questions and questioning strategies are more effective than others for promoting particular kinds of student achievement such as "thinking." Over the last two decades, efforts have been made to test assumptions and claims about the effects of teaching practices such as using more higher cognitive questions. Rosenshine (1971), and Dunkin and Biddle (1974) already have reviewed much research in the general area of teacher effects (see also Journal of Teacher Education, Summer, 1976),

Experiments Relating Teachers’ Use of Higher Cognitive Questions to Student Achievement

Several pictures portraying varied mixed racial groups of children in either a middle-class suburban setting or a lower-class intercity setting were used as part of a 1-mo. long curriculum unit. Wh...

Use of Pictures of Multiethnic Interaction to Change Attitudes of White Elementary School Students toward Blacks

An N of 105 fifth and sixth grade Ss was randomly assigned to one of three groups: high level questioning (HQ), low level questioning (LQ), or control (C). Instructionally, the geographical themes for HQ and LQ were identical. However, in implementing instruction, higher (than recall) questions were predominately employed in the HQ and low level questions prevailed for LQ. Observers monitored the number and nature of the student responses to the questions. Analyses of variance indicated that HQ and LQ outperformed C Ss in terms of low as well as high level achievement for both post- and retention test situations (p < .01). The results, when compared to a previous study by the investigator, indicate the instructional importance of considering not only the level of questions posed but also the level of student involvement with those questions, as reflected in the response patterns.

https://www.jstor.org/stable/pdfplus/20150974.pdf

The Effects on Social Studies Achievement of Multiple Student Responding to Different Levels of Questioning.

One hundred twenty-eight 5th and 6th grade subjects were randomly assigned among six treatments constituted from two instructional conditions (either receiving instruction on recognizing and genera...

Frank L. Ryan

Papers

Use of Pictures of Multiethnic Interaction to Change Attitudes of White Elementary School Students toward Blacks

The Effects on Social Studies Achievement of Multiple Student Responding to Different Levels of Questioning.

Questioning-Responding Skills and Social Studies Content in Cooperative, Competitive, and Independent Learning Environments.