International Journal of Education, Culture and Society

Special Issue

Teacher Questioning Strategies in Classroom Discourse

  • Submission Deadline: Mar. 10, 2021
  • Status: Submission Closed
  • Lead Guest Editor: Peter McCarthy
About This Special Issue
Students are able to construct and communicate their knowledge during mathematics lessons. But, these are usually prompted by the teacher’s questions (Moyer & Milewicz, 2002). Moyer & Milewicz (2002) state that teachers are best able to discern the depth of students’ thinking. They could effectively question students at various levels within the cognitive domain such as knowledge, comprehension, application, analysis, synthesis, and evaluation (Moyer & Milewicz, 2002; Bloom, 1956). The use of a good approach to questioning by the teacher may mean the difference between constraining a child’s ability to think and develop new ideas and recalling trivial facts, and constructing real knowledge.
Research findings indicate that teachers’ verbal behaviour is a strong indicator of his or her total teaching behaviour (Moyer & Milewicz, 2002; Adams, 1994). Carpenter, et al. (2000) support the idea that the teacher’s questions are essential to instructional process, for questioning is indispensable in all instructions. It has been observed that a greater understanding of student thinking can be gained from using questioning as an assessment tool (Moyer & Milewicz, 2002; Baroody & Ginsburg, 1990). Thus, developing appropriate questioning techniques is obviously a very crucial part of teaching and assessing mathematics lessons. However, few research studies document ways to support the development of questioning skills for both pre-service and in-service teachers (Moyer & Milewicz, 2002; Ralph, 1999).
Teacher uses questioning strategies to gather information about the subject matter to inform teaching. On the other hand the teacher uses questioning strategies to determine the students’ status with respect to the subject matter.
Thus, this special issue will be a reasonable resource that involves student-teacher interaction in the classroom to improve learning.
Aims and Scope:
To contribute to this special issue, please send your manuscript(s) on any or a combination of the topics below among others (The list is non-exhaustive; and could be from any field of endeavor)
  1. Scaffolding in Teaching
  2. Leading Questioning Strategies
  3. Effective Questioning Strategies in Teaching
  4. Probing and Follow-up Questioning Strategies
  5. Check listing Strategy in Teaching
  6. Others: Pertaining to Teacher Questioning Practices
Types of Contributions we are looking for:
  1. Case studies: In-depth reports on “Teacher Questioning Practices”
  2. Conceptual Papers: Contributions synthesizing existing literature
  3. Full research paper: On quantitative and or qualitative studies that study a particular aspect of Teacher Questioning Practices
Lead Guest Editor
  • Peter McCarthy

    Mathematics, Lane College, Jackson, United States

Guest Editors
  • Peter McCarthy

    Lane college, Jackson, United States

  • Karleah Harris

    Family Science and Social Work, Miami University, Oxford, United States

  • Alex Sithole

    Mathematics and Physics, Missouri Western State University, Missouri, United States

  • Diane Sklensky

    Biology, Lane College, Jackson, United States

  • Joachim Kibirige

    Political Science and Sociology, Missouri Western State University, Missouri, United States

  • Erni Murniarti

    Department of Educational Management, Universitas Kristen Indonesia, Jakarta, Indonesia

  • Melanie Reyes

    University of Santo Tomas, Manila, Philippines