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

1983 ◽  
Vol 20 (6) ◽  
pp. 521-528 ◽  
Author(s):  
Paul B. Otto ◽  
Robert F. Schuck
Keyword(s):  
Student Achievement ◽  
Training Program ◽  
Strategy Training ◽  
Teacher Questioning ◽  
Teaching Behavior

Effective learning strategy training program: Development and assessment

1975 ◽  
Author(s):  
Donald F. Dansereau ◽  
Gary L. Long ◽  
Barbara A. McDonald ◽  
Tomme R. Actkinson ◽  
Alice M. Ellis ◽  
...  
Keyword(s):  
Training Program ◽  
Program Development ◽  
Learning Strategy ◽  
Strategy Training ◽  
Effective Learning

Learning strategy training program: Paraphrasing strategy for effective learning

1975 ◽  
Author(s):  
Donald F. Dansereau ◽  
Gary L. Long ◽  
Barbara A. McDonald ◽  
Tomme R. Actkinson ◽  
Karen W. Collins ◽  
...  
Keyword(s):  
Training Program ◽  
Learning Strategy ◽  
Strategy Training ◽  
Effective Learning

Multimedia and Hypermedia Solutions for Promoting Metacognitive Engagement, Coherence, and Learning

2005 ◽  
Vol 33 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Danielle S. McNamara ◽  
Amy M. Shapiro
Keyword(s):  
Training Program ◽  
Mental Representation ◽  
Text Comprehension ◽  
Reading Strategy ◽  
Strategy Training ◽  
Domain Experts ◽  
Electronic Texts ◽  
Sufficient Knowledge ◽  
Creating Meaning ◽  
Active Processing

Users of educational hypertext are faced with the challenge of creating meaning both within and between texts. Cohesion is an important factor contributing to whether a reader is able to capture meaning and comprehend text. When readers are required to fill in conceptual gaps in text, comprehension can fail if they do not have sufficient knowledge. Cohesion helps low-knowledge readers to create a more coherent mental representation of the text. However, text that is too cohesive can inhibit active processing, and thus reduce coherence for more knowledgeable readers. Similar patterns have been found for hypertext, which requires readers to create coherence between multiple electronic texts. Domain novices are in greater need of explicit pointers to important links between documents and gain from having less control over system navigation. Domain experts are in less need of scaffolding within the system. We discuss the use of a multimedia reading strategy training program to help low-knowledge readers better understand less cohesive text. Finally, we discuss four principles to guide hypertext development geared toward improving coherence and metacognitive engagement.

The Effects of Teacher Questioning Levels on Student Achievement

1987 ◽  
Vol 80 (5) ◽  
pp. 290-295 ◽  
Author(s):  
Gordon K. Samson ◽  
Bernadette Strykowski ◽  
Thomas Weinstein ◽  
Herbert J. Walberg
Keyword(s):  
Student Achievement ◽  
Teacher Questioning
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