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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Ethnic-cultural influences on question-asking behaviors of African-American and European-American teachers./
Author:	Springs, Jo Ann.
Description:	87 p.
Notes:	Director: Garrett W. Lange.
Contained By:	Dissertation Abstracts International60-08A.
Subject:	Black Studies. -
Online resource:	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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020 $a 0599442794
035 $a (UnM)AAI9942632
035 $a AAI9942632
040 $a UnM $c UnM
100 1 $a Springs, Jo Ann. $3 1262064
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.
590 $a School code: 0154.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Speech Communication. $3 1017408
690 $a 0325
690 $a 0459
690 $a 0518
690 $a 0631
710 2 0 $a The University of North Carolina at Greensboro. $3 1029687
773 0 $t Dissertation Abstracts International $g 60-08A.
790 $a 0154
790 1 0 $a Lange, Garrett W., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942632