We have located links that may give you full text access.
Retrieval practice opportunities in middle school mathematics teachers' oral questions.
British Journal of Educational Psychology 2018 October 15
BACKGROUND: Tasks that involve retrieving information from memory, such as answering short answer questions, are more effective at improving learning than restudying, concept mapping, and other study techniques. However, little is known about how often teachers naturally provide these retrieval practice opportunities during lectures and classroom discussions.
AIMS: To identify how often teachers ask questions that require retrieval, what types of retrieval questions they ask, and whether teachers in high-growth classrooms differ in their use of retrieval questions compared to teachers in low-growth classrooms.
SAMPLE: The sample included twenty middle school mathematics classrooms that showed high growth on a test of mathematics achievement and twenty with low growth. For each classroom, we examined a videotape of one class period.
METHODS: We coded the number of teacher questions in each lesson, and the number and type of questions that provided an opportunity for retrieval.
RESULTS: We found wide variability in the frequency and type of questions asked across classrooms. On average, almost half of the non-classroom management questions provided an opportunity for retrieval. However, teachers in high- and low-growth classrooms asked similar numbers and types of retrieval questions.
CONCLUSIONS: Teachers naturally use a wide variety of retrieval questions in their mathematics classrooms. As such, improving their use of retrieval opportunities will require only small changes to their natural practice, rather than large changes to their instructional style.
AIMS: To identify how often teachers ask questions that require retrieval, what types of retrieval questions they ask, and whether teachers in high-growth classrooms differ in their use of retrieval questions compared to teachers in low-growth classrooms.
SAMPLE: The sample included twenty middle school mathematics classrooms that showed high growth on a test of mathematics achievement and twenty with low growth. For each classroom, we examined a videotape of one class period.
METHODS: We coded the number of teacher questions in each lesson, and the number and type of questions that provided an opportunity for retrieval.
RESULTS: We found wide variability in the frequency and type of questions asked across classrooms. On average, almost half of the non-classroom management questions provided an opportunity for retrieval. However, teachers in high- and low-growth classrooms asked similar numbers and types of retrieval questions.
CONCLUSIONS: Teachers naturally use a wide variety of retrieval questions in their mathematics classrooms. As such, improving their use of retrieval opportunities will require only small changes to their natural practice, rather than large changes to their instructional style.
Full text links
Related Resources
Trending Papers
Challenges in Septic Shock: From New Hemodynamics to Blood Purification Therapies.Journal of Personalized Medicine 2024 Februrary 4
Molecular Targets of Novel Therapeutics for Diabetic Kidney Disease: A New Era of Nephroprotection.International Journal of Molecular Sciences 2024 April 4
The 'Ten Commandments' for the 2023 European Society of Cardiology guidelines for the management of endocarditis.European Heart Journal 2024 April 18
A Guide to the Use of Vasopressors and Inotropes for Patients in Shock.Journal of Intensive Care Medicine 2024 April 14
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app
All material on this website is protected by copyright, Copyright © 1994-2024 by WebMD LLC.
This website also contains material copyrighted by 3rd parties.
By using this service, you agree to our terms of use and privacy policy.
Your Privacy Choices
You can now claim free CME credits for this literature searchClaim now
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app