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Educational Research Volume 26, 1984 - Issue 1
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Original Articles

Teachers’ questions: open, closed and half‐open

David H. Hargreaves Department of Educational Studies, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY
Pages 46-51 | Published online: 09 Jul 2006

Citations (29)

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Pınar Karaman & Serap Büyükkıdık. (2023) Teachers’ Use of Open-ended Questions: A Mixed-methods Study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 96:2, pages 79-87.
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Joshua Morris & Michelene T. H. Chi. (2020) Improving teacher questioning in science using ICAP theory. The Journal of Educational Research 113:1, pages 1-12.
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Neil Mercer & Lyn Dawes. (2014) The study of talk between teachers and students, from the 1970s until the 2010s. Oxford Review of Education 40:4, pages 430-445.
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Roy Corden. (2001) Developing exploratory language in the classroom: moving beyond teacher as expert. Educational Action Research 9:3, pages 371-394.
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David Hopkins, John Beresford & Mel West. (1998) Creating the Conditions for Classroom and Teacher Development. Teachers and Teaching 4:1, pages 115-141.
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Peter Knight. (1991) Teaching as Exposure: the case of good practice in junior school history. British Educational Research Journal 17:2, pages 129-140.
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A. D. Edwards. (1987) Language Codes and Classroom Practice. Oxford Review of Education 13:3, pages 237-247.
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Ivan Gregory. (1986) Third World‐First World: time for another look at microteaching. Journal of Education for Teaching 12:2, pages 173-188.
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Gary Thomas. (1985) Room management in mainstream education. Educational Research 27:3, pages 186-193.
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Articles from other publishers (20)

Gamze Nur İnönü & Hasibe Özlen Demircan. (2023) Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators. Teaching and Teacher Education 135, pages 104351.
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Marit M. Bredesen & Kari-Anne B. Næss. (2023) Video Observation of Kindergarten Teachers’ Use of Questions in Picture-Book Reading with Quiet Multilingual Children: A Pilot Study. Education Sciences 13:10, pages 1066.
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Hlologelo Climant Khoza & Audrey Msimanga. (2021) Understanding the Nature of Questioning and Teacher Talk Moves in Interactive Classrooms: a Case of Three South African Teachers. Research in Science Education 52:6, pages 1717-1734.
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Kübra DEMİR ÖĞRENCİ. (2022) OKUL ÖNCESİ ÖĞRETMENLERİNİN SORULARININ TÜREVLERİNİN VE BİLİŞSEL TALEP DÜZEYLERİNİN BELİRLENMESİEXAMINATION OF PRE-SCHOOL TEACHERS' QUESTION TYPES AND COGNITIVE DEMAND LEVELS. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 35:1, pages 200-229.
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Huifang Liu & Robyn M. Gillies. (2021) Teacher Questions: Mediated-Learning Behaviors Involved in Teacher-Student Interaction During Whole-Class Instruction in Chinese English Classrooms. Frontiers in Education 6.
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Erin Hamel, Yuenjung Joo, Soo-Young Hong & Anna Burton. (2020) Teacher Questioning Practices in Early Childhood Science Activities. Early Childhood Education Journal 49:3, pages 375-384.
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Michael Hobbiss, Sam Sims & Rebecca Allen. (2020) Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science. Review of Education 9:1, pages 3-23.
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Ayşegül BAYRAKTAR & Seher YALÇIN. (2019) Examining Preservice Teachers’ Questioning and Feedback. Journal of Education and Future:16, pages 17-28.
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Haddadi Lynda & Farida Bouarab-Dahmani. (2019) Gradual Learners' Assessment in Massive Open Online Courses Based on ODALA Approach. Journal of Information Technology Research 12:3, pages 21-43.
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Qi Liu, Runze Wu, Enhong Chen, Guandong Xu, Yu SuZhigang ChenGuoping Hu. (2018) Fuzzy Cognitive Diagnosis for Modelling Examinee Performance. ACM Transactions on Intelligent Systems and Technology 9:4, pages 1-26.
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Hamide Çakır & Özge Cengiz. (2016) The Use of Open Ended versus Closed Ended Questions in Turkish Classrooms. Open Journal of Modern Linguistics 06:02, pages 60-70.
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Hamide Çakır. (2016) Open Ended Questions: A Comparison of Mothers’ and Fathers’ Language Use during Play Time. Creative Education 07:04, pages 574-585.
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Mable B. Kinzie, Jessica Vick Whittaker, Pat Mcguire, Youngju Lee & Carolyn Kilday. (2015) Research on Curricular Development for Pre-Kindergarten Mathematics and Science. Teachers College Record: The Voice of Scholarship in Education 117:7, pages 1-40.
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David A. Leaper & Mehdi Riazi. (2013) The influence of prompt on group oral tests. Language Testing 31:2, pages 177-204.
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Youngju Lee & Mable B. Kinzie. (2011) Teacher question and student response with regard to cognition and language use. Instructional Science 40:6, pages 857-874.
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Youngju Lee, Mable B. Kinzie & Jessica Vick Whittaker. (2012) Impact of online support for teachers’ open-ended questioning in pre-k science activities. Teaching and Teacher Education 28:4, pages 568-577.
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이영주. (2011) Professional Development for Promoting Teachers' Open-ended Questioning. The Journal of Korean Teacher Education 28:3, pages 223-240.
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Kristina Love. (1991) Towards a further analysis of teacher talk. Australian Review of Applied Linguistics 14:2, pages 30-72.
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Paul Atkinson, Sara Delamont & Martyn Hammersley. (2016) Qualitative Research Traditions: A British Response to Jacob. Review of Educational Research 58:2, pages 231-250.
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Mary Thomas Farrar. (1986) Teacher questions: the complexity of the cognitively simple. Instructional Science 15:1, pages 89-107.
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