Date of Award:

8-2019

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Education

Advisor/Chair:

Max L. Longhurst

Co-Advisor/Chair:

Steven P. Camicia

Third Advisor:

Marla K. Robertson

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

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