Effect of Type of Questions on the Number of Responses From Gifted Students in Cluster Classes

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-15 - Evidence-Based Practices for Gifted Students

Abstract

Questioning as a teaching tool has rich history in various field of education; special education, general education or gifted education. This study examined the influence of the type of question on the number of gifted and talented student responses. The data was collected through observation of 89 teachers using the Observation of Questioning, Strategy, Engagement, and Curriculum form. The data was analyzed using a negative binominal model. The findings showed that the strongest effects observed were the differences between (1) single and multiple answer questions and (2) single answer and cognitive connection questions. These findings support the literature and previous research and are useful not only

Authors

• Yara N. Farah, Baylor University

• Rachel Scalzo, Baylor University

• Grant B. Morgan, Baylor University