TY - JOUR
T1 - Pupil Speech during Morning News
T2 - The effects of reducing teacher questions and increasing pauses and praise
AU - Moore, Dennis W.
AU - Knott, Tony
AU - McNaughton, Stuart
PY - 1989/1/1
Y1 - 1989/1/1
N2 - Classroom discourse patterns were examined in the morning news sessions of a primary school classroom. The effects of reducing teacher questions and increasing rates of teacher pauses, praise and directives were investigated. Child words spoken and child expansions were recorded, as well as class call-outs and teacher control statements. Frequencies of child words spoken showed no significant changes across the phases of the study. However, reducing teacher questions and increasing teacher pauses significantly decreased child expansions, while reducing teacher questions and increasing teacher praise significantly increased child expansions. Replacing teacher questions with directives had no significant effect upon child expansions. Class call-outs and teacher control statements showed no significant changes across the intervention phases. The results of this study suggest that, for this teacher and class, teacher questions may be decreased without adversely affecting either child utterances or class behaviour, and that replacing questions with praise may increase children's contributions—particularly in the form of verbal expansions—to morning news talks.
AB - Classroom discourse patterns were examined in the morning news sessions of a primary school classroom. The effects of reducing teacher questions and increasing rates of teacher pauses, praise and directives were investigated. Child words spoken and child expansions were recorded, as well as class call-outs and teacher control statements. Frequencies of child words spoken showed no significant changes across the phases of the study. However, reducing teacher questions and increasing teacher pauses significantly decreased child expansions, while reducing teacher questions and increasing teacher praise significantly increased child expansions. Replacing teacher questions with directives had no significant effect upon child expansions. Class call-outs and teacher control statements showed no significant changes across the intervention phases. The results of this study suggest that, for this teacher and class, teacher questions may be decreased without adversely affecting either child utterances or class behaviour, and that replacing questions with praise may increase children's contributions—particularly in the form of verbal expansions—to morning news talks.
UR - http://www.scopus.com/inward/record.url?scp=79957869077&partnerID=8YFLogxK
U2 - 10.1080/0144341890090403
DO - 10.1080/0144341890090403
M3 - Article
AN - SCOPUS:79957869077
SN - 0144-3410
VL - 9
SP - 311
EP - 320
JO - Educational Psychology
JF - Educational Psychology
IS - 4
ER -