Student questioning : a componential analysis

This article reviews the literature on student questioning, organized through a modified version of Dillon's (1988a, 1990) componential model of questioning. Special attention is given to the properties of assumptions, questions, and answers. Each of these main elements are the result of certain actions of the questioner, which are described. Within this framework a variety of aspects of questioning are highlighted. One focus of the article is individual differences in question asking. The complex interactions between students' personal characteristics, social factors, and questioning are examined. In addition, a number of important but neglected topics for research are identified. Together, the views that are presented should deepen our understanding of student questioning

Questioning the Resistance/Aerobic Training Dichotomy: A commentary on physiological adaptations determined by effort rather than exercise modality

This paper discusses and challenges the current opinion that exercise adaptation is generally defined by modality; resistance exercise (RE), or aerobic exercise (AE). In presenting a strong body of recent research which demonstrably challenges these perceptions we suggest alternate hypotheses towards physiological adaptation which is hinged more upon the effort than the exercise modality. Practical implications of this interpretation of exercise adaptation might effect change in exercise adherence since existing barriers to exercise of time, costs, specialized equipment, etc. become nullified. In presenting the evidence herein we suggest that lay persons wishing to attain the health and fitness (including strength and muscle hypertrophy) benefits of exercise can choose from a wide range of potential exercise modalities so long as the effort is high. Future research should consider this hypothesis by directly comparing RE and AE for acute responses and chronic adaptations

Self-assessment: Questioning my classroom practice

Self-assessment activities have become commonplace in classroom environments. Just like most other primary teachers I use self-assessment activities in my classroom practice with good intentions for encouraging children to consider their own learning and achievement. Looking back, however, I see my use of self-assessment tasks served teacher and teaching purposes above student needs and the longer-term goal of developing self-directed (life-long) learners. In hindsight I believe what I was calling self-assessment could more accurately, and perhaps more helpfully, be defined as short, guided reflections. This paper questions this classroom practice and goes on to question the term ‘self-assessment’ suggesting we examine closely our meaning, purpose and practice of self-assessment in the classroom. This paper concludes with questions for teachers to use in reconsidering self-assessment in their own classroom practice

A Questioning Agent for Literary Discussion

Developing a compelling and cohesive thesis for analytical writing can be a daunting task, even for those who have produced many written works, and finding others to engage with in literary discussion can be equally challenging. In this paper, we describe our solution: Questioner, a discussion tool that engages users in conversation about an academic topic of their choosing for the purpose of collecting thoughts on a subject and constructing an argument. This system will ask informed questions that prompt further discussion about the topic and provide a discussion report after the conversation has ended. We found that our system is effective in providing users with unique questions and excerpts that are relevant, significant, and engaging. Such a discussion tool can be used by writers building theses, students looking for study tools, and instructors who want to create individualized in-class discussions. Once more data is gathered, efficient and accurate machine learning models can be used to further improve the quality of question and excerpt recommendations. Co-creative discussion tools like Questioner are useful in assisting users in developing critical analyses of written works, helping to maximize human creativity

Questioning Guanxi: Definition, classification and implications

Despite the growing interests among both academics and practitioners in the west, the concept of guanxi is not much questioned and there is considerable confusion about its implications for business. This paper explores the nature of guanxi by using a multiple definition approach. It defines guanxi as the process of social interactions and argues that the existence of guanxi base (special relationship) does not produce guanxi. The paper classifies guanxi into three categories: family, helper and business; and critically examines the role of guanxi in business. The paper has drawn up some important conclusions. (1) The potential benefits of guanxi are mainly tactical rather than strategic. (2) Guanxi, as a personal asset, cannot be a source of competitive advantage. (3) The guanxi between a businessperson and a government official is inherently corrupt and ethically questionable. (4) As guanxi has an impact on the wider public, it should be studied in the context of all stakeholders. (5) Guanxi’s role in business will eventually diminish as China moves towards a more open market system

Questioning policy, youth participation and lifestyle sports

Young people have been identified as a key target group for whom participation in sport and physical activity could have important benefits to health and wellbeing and consequently have been the focus of several government policies to increase participation in the UK. Lifestyle sports represent one such strategy for encouraging and sustaining new engagements in sport and physical activity in youth groups, however, there is at present a lack of understanding of the use of these activities within policy contexts. This paper presents findings from a government initiative which sought to increase participation in sport for young people through provision of facilities for mountain biking in a forest in south-east England. Findings from qualitative research with 40 young people who participated in mountain biking at the case study location highlight the importance of non-traditional sports as a means to experience the natural environments through forms of consumption which are healthy, active and appeal to their identities. In addition, however, the paper raises questions over the accessibility of schemes for some individuals and social groups, and the ability to incorporate sports which are inherently participant-led into state-managed schemes. Lifestyle sports such as mountain biking involve distinct forms of participation which present a challenge for policy-makers who seek to create and maintain sustainable communities of youth participants

Indigenous job training: questioning the numbers

This Topical Issue critically analyses the use of statistics on Indigenous jobs by Andrew (Twiggy) Forrest and the Australian Government. Mining magnate Andrew Forrest’s May 2 address to the National Press Club signalled another war of words with the Gillard Government, this time over his plan for Indigenous jobs. Forrest used the occasion to criticise the Government’s approach to training Indigenous job seekers, arguing that billions was being wasted on training programs that failed to lead to sustainable employment. In making his case, Forrest relied on a key set of figures. He stated that while the Government’s efforts at assisting Indigenous job seekers to find work through its Job Services Australia scheme have resulted in a retention rate of only 45 per cent over three months, his own Indigenous jobs program—the Australian Employment Covenant (AEC)—has effected 10,500 job placements and a retention rate of more than 70 per cent after six months. According to Forrest, this is evidence that his model works where the Government’s approach too regularly fails

Patterns of Teaching-Learning Interaction in the EFL Classroom

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students' participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom