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Ethnic-cultural influences on questi...

Springs, Jo Ann.

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Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers./
作者:	Springs, Jo Ann.
面頁冊數:	87 p.
附註:	Director: Garrett W. Lange.
Contained By:	Dissertation Abstracts International60-08A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942632
ISBN:	0599442794

Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers.
Springs, Jo Ann.

Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers. - 87 p.

Director: Garrett W. Lange.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1999.

The primary purpose of this research was to investigate the influences of cultural membership on question-asking behaviors of teachers of young children. The investigation focused on similarities and differences between the numbers and qualities of question-asking behaviors of African-American and European-American teachers of preschool-aged children, the singular and combined contributions of ethnic-cultural origin and SES to characteristics of teachers' question-asking behaviors, the role that teachers' beliefs play in influencing question-asking behaviors, and the influences of cultural patterns of classroom composition on question-asking behaviors of teachers of young children.

ISBN: 0599442794Subjects--Topical Terms:

1017673
Black Studies.

Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers.
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245 1 0 $a Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers.
300 $a 87 p.
500 $a Director: Garrett W. Lange.
500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2794.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 1999.
520 $a The primary purpose of this research was to investigate the influences of cultural membership on question-asking behaviors of teachers of young children. The investigation focused on similarities and differences between the numbers and qualities of question-asking behaviors of African-American and European-American teachers of preschool-aged children, the singular and combined contributions of ethnic-cultural origin and SES to characteristics of teachers' question-asking behaviors, the role that teachers' beliefs play in influencing question-asking behaviors, and the influences of cultural patterns of classroom composition on question-asking behaviors of teachers of young children.
520 $a Teachers were audio-tapped during morning circle time to assess qualities and quantities of questions asked. Teachers were also interviewed to determine the extent that their belief systems were consistent with Developmentally Appropriate Practice Guidelines (Bredekemp, 1997). African-American and European-American samples had similar patterns of question-asking. Both groups had similar numbers of “open” versus “closed” questions. However, middle SES African-American participants asked more “open” versus “closed” questions compared to low SES African-American and participants. There were no SES differences in the European-American samples. Both ethnic-cultural groups asked more low- versus medium- or high-level cognitive questions. SES analysis showed that low SES participants asked more “closed” questions compared to middle SES participants, and middle SES participants asked more “open” question compared to low SES participants. Neither SES nor ethnic-cultural original one predicted question-asking behaviors for the two groups.
520 $a A second purpose of the present study was to further investigate the consistency between teachers' developmentally appropriate beliefs and practices as demonstrated by question-asking in young children's classrooms. Teachers with high developmentally appropriate beliefs asked more “open” question, and teachers with low developmentally appropriate beliefs asked more “closed” questions.
520 $a A final purpose of the present study was to examine the influence of classroom composition on teachers' use of “open” and “closed” questions. No systematic relationship was indicated between classroom composition and teachers question-asking behaviors.
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