A Meta-Analysis of Experimental Research on Teacher Questioning Behavior

The Effect of Critical Thinking Instruction on Verbal Descriptions of Music

“…The results favoring CTI participants are consistent with previous studies documenting the positive influence of higher-order cognitive questions on student achievement (Gall, Ward, Berliner, Cahen, Winne, Elashoff, & Stanton, 1978;Redfield & Rousseau, 1981;Wilen & Clegg, 1986). These findings also agree with previous researchers (Haack, 1969;Herberger, 1983;Smialek & Boburka, 2006) who reported significantly improved student achievement related to music listening instruction based on conceptual development and listening skills.…”

“…In general education, several researchers have reported success in enhancing students' responses through the use of critical thinking instruction. In existing literature on teacher questioning procedures and student achievement, researchers reported that asking questions was the most direct way of encouraging student participation, facilitating learning, and stimulating thinking (Redfield & Rousseau, 1981;Wilen & Clegg, 1986). Similarly, Gall, Ward, Berliner, Cahen, Winne, Elashoff, and Stanton (1978) found that instruction including higher-order cognitive questions based on Bloom's 1956 cognitive taxonomy was more effective with respect to student achievement when compared to instruction without these questions.…”

Meta‐analysis: An approach to the synthesis of research results

“…Applications of meta-analysis to research in psychotherapy, school class size, special education and other problems have produced many technical criticisms. Among the persons commenting on meta-analysis are the following: Mansfield & Busse (1977), Eysenck (1978a), Gallo (1978), Jackson (1980), Paul (1978), Presby (1978), Walberg (1978), Gillen (1979), Rimland (979), Simpson (1980), Eysenck (1978b, Shapiro (1977), Cook & Leviton (1980), Hunter (1979), Roid, Brodsky & Bigelow (1979).…”

“…In the five years since the first work in metaanalysis was published, the methods developed and recommended have been applied repeatedly and in diverse areas. A few meta-analyses in the field of education include the following: modern versus traditional math instruction (Athappilly, 1980), process-oriented science instruction (Bredderman, 1979), mainstreaming of special education students (Carlberg, 1979), "inquiry oriented" science teaching (El-Nemr, 1979), teaching style and pupil achievement (Glass et al, 1977;Gage, 1978), social-psychological environments and learning (Haertel, Walberg & Haertel, 1979), individualized mathematics instruction (Hartley, 1977), effects of television on social behavior (Hearold, 1979), home environment and learning (Iverson & Walberg, 1979), psycho-linguistic training (Kavale, 1979), treatment of hyperactivity , racial desegregation and academic achievement (Krol, 1979), personalized college-level instruction (Kulik, Kulik, & Cohen, 1979), advance organizers (Ldten, Ames, & Ackerson, 1979), teachers' questioning style (Redfield & Rousseau, 1979), aesthetics education and basic skills (Smith, 1980), class-size and affective outcomes (Smith &Glass, 1979), motivation and achievement (Uguroglu & Walberg, 1978), socioeconomic status and academic achievement (White, 1976), relationship between attitude and achievement in science learning (Wdson, 1980), patient education programs in medicine (Posavac, 1980), correlation of auditory perceptual slull and reading , diagnostic/remedial instruction and science learning (Yeany & Miller, 1980), effects of direct versus open instruction (Peterson, 1978).…”

The effect of A teacher questioning strategy training program on teaching behavior, student achievement, and retention

“…He hypothesized that the optimal relationship between types of questions and pupil achievement may not be linear. Redfield and Rousseau (1981) employed a meta-analysis technique across 14 studies and concluded that the predominant use of teacher higher order cognitive questions does have a positive effect on student achievement.…”