Date of Award:
8-2019
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Education
Committee Chair(s)
Max L. Longhurst
Committee
Max L. Longhurst
Committee
Steven P. Camicia
Committee
Marla K. Robertson
Committee
Courtney D. Stewart
Committee
Sarah S. Tulane
Abstract
This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of Jesus Christ or the Church). Seminary teachers focus their questions on helping students learn course principles, value those principles, and apply them to their lives by discussing potential actions that can be taken by students outside of class. The purpose of this study was to observe and interview teachers relative to their questions and questioning practices in class and the reasoning and rational they explain underlying those practices. The resultant findings indicate the specific questioning principles and practices participants used to target cognitive, affective, and social/behavioral outcomes. Further, the analysis of the data yielded a descriptive model of multidimensional questioning that both describes and depicts teacher questioning in seminary and informs future instructional practice, training, and research of teacher questioning
Checksum
731ec7c81a63eb87b767e3c15b03d9c6
Recommended Citation
Horton, Zachary R., "Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ" (2019). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7516.
https://digitalcommons.usu.edu/etd/7516
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