According to NAEP, in the 2014 Civics test, white students scored 23 points higher on average than Hispanic students (http://nationsreportcard.gov/hgc_2014/#civics/gaps). According to NAEP, a student score of 178 was “Proficient,” while a score of 134 was “Basic.” In this administration, white students scored 164 while hispanic students scored 141. Research has shown that student questioning is both helpful and a “meaningful learning tool” to enhance the learning process (Ng-Cheong, Joan & Chin, 2009). Unrau and Schlackman have shown that there is also a significant decline in motivation in the middle school classroom (2010). This decline may influence the number of questions that students ask in class. According to Warren Berger, the number of questions that children ask steadily declines as children go through school (2014).
In the 7th grade classroom used for this study, I have seen more and more of my students who seem to be disengaged from the learning process and have stopped asking questions. Although, their test scores from CAASPP are comparatively high, there is a large gap between the scores of the English only students and our ELL and RFEP students. I see this reflected in my classroom with engagement through in-class questions. Students who generally ask more clarifying or greater-depth questions do better than students who do not. Further, this gap in student achievement can be seen in national scores as well. Through this research, I plan to teach effective questioning strategies as well as apply a positive reward to students who ask quality questions. If I can increase the frequency of quality student-generated questions, I may be able to help lessen the score gaps between my white and Hispanic students.
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About MeAfter teaching for 20 years, I've decided to pursue a master's degree! Archives
July 2017
CategoriesThis is me working on my classwork... usually at night after the heater is off.... sitting long times makes me cold!
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