Wait-time in college classes taken by education majors

Duell, Orpha K.; Lynch, Douglas J.; Ellsworth, Randy; Moore, Christopher A.

doi:10.1007/bf00973768

Cited by 13 publications

(9 citation statements)

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“…When faculty members employed the questioning technique, the actual wait time after questioning was 2.5 seconds, which was much different from their awareness (Figure 1 ). Duell et al [ 6 ] examined the wait time in college classes and found that the mean faculty members’ wait time 1 was 2.25 seconds, which was similar to the actual wait time in the present study. This was desirable compared to the 0.9 seconds reported for elementary and secondary teachers [ 4 , 5 ] in elementary school.…”

Section: Discussionsupporting

confidence: 82%

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Analysis of questioning technique during classes in medical education

et al. 2012

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BackgroundQuestioning is one of the essential techniques used by lecturers to make lectures more interactive and effective. This study surveyed the perception of questioning techniques by medical school faculty members and analyzed how the questioning technique is used in actual classes.MethodsData on the perceptions of the questioning skills used during lectures was collected using a self‒questionnaire for faculty members (N = 33) during the second semester of 2008. The questionnaire consisted of 18 items covering the awareness and characteristics of questioning skills. Recorded video tapes were used to observe the faculty members’ questioning skills.ResultsMost faculty members regarded the questioning technique during classes as being important and expected positive outcomes in terms of the students’ participation in class, concentration in class and understanding of the class contents. In the 99 classes analyzed, the median number of questions per class was 1 (0–29). Among them, 40 classes (40.4 %) did not use questioning techniques. The frequency of questioning per lecture was similar regardless of the faculty members’ perception. On the other hand, the faculty members perceived that their usual wait time after question was approximately 10 seconds compared to only 2.5 seconds measured from video analysis. More lecture‒experienced faculty members tended to ask more questions in class.ConclusionsThere were some discrepancies regarding the questioning technique between the faculty members’ perceptions and reality, even though they had positive opinions of the technique. The questioning skills during a lecture need to be emphasized to faculty members.

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Section: Discussionsupporting

confidence: 82%

“…Other studies also reported that an extended waiting time after questioning increases the opportunities for the students to answer [ 5 ]. According to previous reports, however, the wait time after questioning until the students’ response in a university class was less than 3 seconds on average [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of questioning technique during classes in medical education

et al. 2012

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“…In this way, wait time research can be limiting due to its inapplicability across classroom contexts, and in fact, many researchers have disputed the efficacy of extended wait time in all classrooms, as holistic student achievement is not easily quantifiable. Some scholars have found feelings of frustration and confusion among students during longer periods of silence (Duell, Lynch, Ellsworth, and Moore, 1992;Duell, 1994;Author, 2013;Kirton et al, 2007;Tincani and Crozier, 2008). Contemporary researchers (e.g., Ingram and Elliott, 2014;Kirton et al, 2007;Sun, 2012;Tincani and Crozier, 2008) have taken a more process-oriented approach to wait time, with mixed results.…”

Section: An Overview Of Previous Wait Time Researchmentioning

confidence: 99%

A dynamic systems approach to wait time in the second language classroom

Smith

King

2017

System

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This study discusses how wait time-the silent pause after a teacher elicits a student response-alters classroom discourse. Previous wait time research suggests overall positive changes in both teacher and student discourse where wait time is over 1 second. However, such studies are primarily structuralist in nature and tend to reduce the intricacy of classroom behavior to distinct variables, which can be easily altered to achieve a desired result. The data presented here comes from a series of structured observations of a UK university postgraduate L2 classroom. The findings were as follows: 1) Wait time played an intricate role in determining classroom discourse patterns and heavily favored an IRF turn-taking sequence; 2) Studentinitiated discourse was low in all observations and favored higher proficiency students; 3) The length of individual student-initiated turns appears to have been more important than the overall number of student-initiated turns in determining the quality of classroom discourse and was not directly related to changes in wait time length; 4) Extended wait time (over 2 seconds in length) temporarily shifted discourse out of an IRF pattern and into a new, more student-driven phase. While previously thought of as only a pedagogical tool to increase student speech, wait time is shown to be a phenomenon which develops and changes with the composite forces that affect other aspects of classroom discourse.

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“…Furthermore, research has shown that a relatively higher degree of oral questioning and teacher responding is more often evident in primary classrooms than in classrooms of older students (McCown et al, 1999). In grade 7-12 classrooms the typical teaching/learning environment reflects, comparatively speaking, a more sustained dimension, where pupils have a longer attention span, where activities can be more independently enacted, and where the teacher does not have to incorporate as wide a variety of shorter, fast-paced activities (Duell, Lynch, Ellsworth, & Moore, 1992;Ornstein, 1990).…”

Section: Grade Levelmentioning

confidence: 99%

Factors Affecting Teacher-Candidates’ Practicum Evaluations

Ralph

2006

Journal of Teaching and Learning

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This report is an extension of a study that examined the final evaluations of 17 cohorts of teacher-candidates (n=374), who completed their 16-week extended-practicum through one Western Canadian university in one of the years from 1986 to 2002. Evaluation results based on nine instructional categories were analyzed according to four factors: (a) grade level taught; (b) school location; (c) year of the internship; and (d) gender of the intern.Descriptive statistics calculated for each of these four factors revealed minor differences in the intern sub-groups' aggregates of final evaluation ratings. For grade level, interns who taught K-3 were rated slightly higher than those in the other grade levels in six of the nine instructional skills. The interns who taught grade 7-12 were rated lowest of the three groups in three of the teaching categories. With respect to urban/rural school location of the internship, interns from rural schools were evaluated slightly higher than their urban counterparts for six of the nine skills. For year of the practicum, calculations showed slightly better evaluations in three teaching skills for interns who completed the practicum after 1996, than for those who completed it during the 1986-1995 period. Female interns were rated slightly higher in eight of the nine teaching categories than were their male colleagues. Possible explanations accounting for these minor differences are provided, and implications discussed for the program under study and for their "transferability" (Donmoyer, 1990) to pre-service teacher preparation programs.Although the extended-practicum has been a highly valued component of preservice teacher education programs (Meade, 1991;Zeichner, 1990), little research is available that documents the actual teaching performance of teachercandidates during their school-based experiences. To help reduce this research gap, a recent study was conducted that summarized the aggregate descriptive statistics for the final evaluations of 15 cohorts (n=374) of teacher-interns, who completed their 16-week extended-practicum under the Canadian university.

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Wait-time in college classes taken by education majors

Cited by 13 publications

References 10 publications

Analysis of questioning technique during classes in medical education

Analysis of questioning technique during classes in medical education

A dynamic systems approach to wait time in the second language classroom

Factors Affecting Teacher-Candidates’ Practicum Evaluations

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