Using Student Generated Questions to Foster Twenty-First Century Learning: International Collaboration in Uganda

Autor/inn/en	Spencer, Amelia; Causey, Cora Brasfield; Ernest, James M.; Barnes, Gay F.
Titel	Using Student Generated Questions to Foster Twenty-First Century Learning: International Collaboration in Uganda
Quelle	In: Excellence in Education Journal, 9 (2020) 1, S.57-84 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-4166
Schlagwörter	Foreign Countries; International Cooperation; Questioning Techniques; Student Role; 21st Century Skills; Program Effectiveness; Professional Development; Learner Engagement; Student Centered Learning; College School Cooperation; Team Teaching; Preservice Teachers; Elementary School Teachers; English (Second Language); Children; Early Adolescents; Oral Language; Rural Schools; Low Income Students; Uganda + Suchen Sie Ihr Suchwort? Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Befragungstechnik; Fragetechnik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teamteaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Child; Kind; Kinder; Oral interpretation; Mündlicher Sprachgebrauch; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Teacher-questioning has been acknowledged as critical in teaching and learning. A less researched topic is the ability for students to develop their own questions to deepen understanding. Student questions are important for engagement and to stimulate the understanding of new information. Traditionally, Ugandan teachers rarely instruct in ways that facilitate student questioning. The purpose of this study was to examine the effect of teacher professional development on the ability of Ugandan students to ask meaningful questions. Professional development focused on promoting student questioning and students were assessed using a formative language assessment. Findings indicate that teachers can teach students to ask meaningful questions. (As Provided).
Anmerkungen	Excellence in Education Journal. e-mail: eejeditor@gmail.com; Web site: http://www.excellenceineducationjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01