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You searched for +publisher:"Utah State University" +contributor:("Max L. Longhurst"). Showing records 1 – 2 of 2 total matches.

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Utah State University

1. Horton, Zachary R. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.

Degree: PhD, Education, 2019, Utah State University

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 Advisors/Committee Members: Max L. Longhurst, Steven P. Camicia, Marla K. Robertson, ;.

Subjects/Keywords: teacher questioning; classroom discussion; questioning taxonomies; higher-level questions; student participation; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horton, Z. R. (2019). Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7516

Chicago Manual of Style (16th Edition):

Horton, Zachary R. “Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.” 2019. Doctoral Dissertation, Utah State University. Accessed July 23, 2019. https://digitalcommons.usu.edu/etd/7516.

MLA Handbook (7th Edition):

Horton, Zachary R. “Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.” 2019. Web. 23 Jul 2019.

Vancouver:

Horton ZR. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2019 Jul 23]. Available from: https://digitalcommons.usu.edu/etd/7516.

Council of Science Editors:

Horton ZR. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7516


Utah State University

2. Poll, Tyler R. Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores.

Degree: PhD, School of Teacher Education and Leadership, 2019, Utah State University

As students move from grade level to grade level and onto college, their grades have an impact on the number of opportunities available to students. The competition for entering college and earning a scholarship are at an all-time high and the grades students earn have a direct impact on future opportunities. Grading practices vary by teacher causing students’ grades to mean different things. Standards-based grading practices focus on removing teacher bias and puts emphasis on the learning students can demonstrate. Students are given assessments to determine learning and are given multiple opportunities to show what they have learned. Emphasis is placed a student’s most current knowledge rather than an average of scores during the grading period. This study focused on how student learning was impacted when secondary math, science, and language arts teachers use standards-based grading practices in their classrooms. Student learning was measured by term grades and end-of-level SAGE test scores. Results show students who attended a classroom with standards-based grades earned higher GPAs, performed better on the end-of-level test, and had more learning growth over the course of the school year, than their peers who participated in traditional grading classrooms. Advisors/Committee Members: Courtney D. Stewart, Max L. Longhurst, Susan A. Turner, ;.

Subjects/Keywords: grading; standards-based grading; end of level test; grades; test scores; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Poll, T. R. (2019). Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7435

Chicago Manual of Style (16th Edition):

Poll, Tyler R. “Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores.” 2019. Doctoral Dissertation, Utah State University. Accessed July 23, 2019. https://digitalcommons.usu.edu/etd/7435.

MLA Handbook (7th Edition):

Poll, Tyler R. “Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores.” 2019. Web. 23 Jul 2019.

Vancouver:

Poll TR. Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2019 Jul 23]. Available from: https://digitalcommons.usu.edu/etd/7435.

Council of Science Editors:

Poll TR. Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7435

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