Teacher Questioning: A Verification and an Extension

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Abstract
The state of the art of teacher questioning was explored in this study. Elementary school teachers' questions for selected passages were first analyzed using the question categories which Guszak had developed for his 1967 questioning study. This analysis suggested that teachers have not substantially changed their questioning practices in the last decade. Reanalysis of the same teachers' question-response sequences using Pearson and Johnson's (1978) taxonomy reveals a different pattern of results and raises an interesting line of inquiry regarding the validity of question taxonomies.

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