國立虎尾科技大學 |

Cultivating Classroom Curiosity : = A Quasi-Experimental, Longitudinal Study Investigating the Impact of the Question Formulation Technique on Adolescent Intellectual Curiosity.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Cultivating Classroom Curiosity :/
其他題名:	A Quasi-Experimental, Longitudinal Study Investigating the Impact of the Question Formulation Technique on Adolescent Intellectual Curiosity.
作者:	Clark, Shelby.
面頁冊數:	1 online resource (438 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
Contained By:	Dissertation Abstracts International79-02B(E).
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355437652

Cultivating Classroom Curiosity : = A Quasi-Experimental, Longitudinal Study Investigating the Impact of the Question Formulation Technique on Adolescent Intellectual Curiosity.
Clark, Shelby.

Cultivating Classroom Curiosity :A Quasi-Experimental, Longitudinal Study Investigating the Impact of the Question Formulation Technique on Adolescent Intellectual Curiosity. - 1 online resource (438 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

Curiosity can be defined as the "urge to know more" that manifests behaviorally in questioning and exploration. Curiosity is associated with a host of positive youth outcomes, including academic achievement, school engagement, and deeper learning, yet studies indicate that few teachers foster curiosity in their classrooms, possibly due to a lack of pedagogical techniques focused on inspiring student curiosity. Many scholars suggest directly teaching questioning to cultivate student curiosity; yet, relatively few empirical studies on the role of questioning in fostering curiosity have been conducted. Accordingly, the present study conducted a quasi-experimental, longitudinal investigation to examine the relationship between exposure to the Question Formulation Technique (QFT), a classroom-based intervention that seeks to teach students how to ask their own questions, and scores on curiosity and related strengths in a sample of Northeast high school students. Participating English/Language Arts faculty at four high schools (N = 2,217 students; 42 teachers) were randomly assigned to either a fall or spring start condition. The study utilized student self-report questionnaires and teacher fidelity checks at three time points (fall, winter, and spring) across schools in order to consider the potential impact of the QFT on students' curiosity, divergent thinking, school engagement, and self-efficacy. In light of prior research, it was hypothesized that the QFT would have a significant positive treatment effect on the study constructs, and would positively impact growth in these attributes. In addition, higher teacher fidelity of implementation of the intervention was expected to lead to greater growth in these attributes. Furthermore, positive and reciprocal mediational paths between curiosity, cognitive engagement, and self-efficacy were proposed. Multilevel modeling revealed the QFT to have a positive absolute treatment effect on students' curiosity, but not an impact on students' curiosity growth. In addition, high teacher fidelity, but not dosage, led to increases in students' curiosity growth over the school year. No other overall positive treatment effects were found, although fidelity and dosage were related positively to growth on several variables. In addition, multiple-group structural equation path models revealed several complex indirect and direct pathways between the four variables of interest. Most surprising, cognitive engagement served as predictors of all other variables in the model. Qualitatively, teachers discussed the impact of the QFT on student responsiveness, described adaptations they made to the intervention, and noted the need for professional development. Limitations of the current study and implications for future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355437652Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Cultivating Classroom Curiosity : = A Quasi-Experimental, Longitudinal Study Investigating the Impact of the Question Formulation Technique on Adolescent Intellectual Curiosity.
LDR:04204ntm a2200361Ki 4500 001 909050
005 20180419104825.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355437652
035 $a (MiAaPQ)AAI10636675
035 $a (MiAaPQ)bu:13410
035 $a AAI10636675
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Clark, Shelby. $3 1179558
245 1 0 $a Cultivating Classroom Curiosity : $b A Quasi-Experimental, Longitudinal Study Investigating the Impact of the Question Formulation Technique on Adolescent Intellectual Curiosity.
264 0 $c 2017
300 $a 1 online resource (438 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
500 $a Adviser: Scott Seider.
502 $a Thesis (Ph.D.) $c Boston University $d 2017.
504 $a Includes bibliographical references
520 $a Curiosity can be defined as the "urge to know more" that manifests behaviorally in questioning and exploration. Curiosity is associated with a host of positive youth outcomes, including academic achievement, school engagement, and deeper learning, yet studies indicate that few teachers foster curiosity in their classrooms, possibly due to a lack of pedagogical techniques focused on inspiring student curiosity. Many scholars suggest directly teaching questioning to cultivate student curiosity; yet, relatively few empirical studies on the role of questioning in fostering curiosity have been conducted. Accordingly, the present study conducted a quasi-experimental, longitudinal investigation to examine the relationship between exposure to the Question Formulation Technique (QFT), a classroom-based intervention that seeks to teach students how to ask their own questions, and scores on curiosity and related strengths in a sample of Northeast high school students. Participating English/Language Arts faculty at four high schools (N = 2,217 students; 42 teachers) were randomly assigned to either a fall or spring start condition. The study utilized student self-report questionnaires and teacher fidelity checks at three time points (fall, winter, and spring) across schools in order to consider the potential impact of the QFT on students' curiosity, divergent thinking, school engagement, and self-efficacy. In light of prior research, it was hypothesized that the QFT would have a significant positive treatment effect on the study constructs, and would positively impact growth in these attributes. In addition, higher teacher fidelity of implementation of the intervention was expected to lead to greater growth in these attributes. Furthermore, positive and reciprocal mediational paths between curiosity, cognitive engagement, and self-efficacy were proposed. Multilevel modeling revealed the QFT to have a positive absolute treatment effect on students' curiosity, but not an impact on students' curiosity growth. In addition, high teacher fidelity, but not dosage, led to increases in students' curiosity growth over the school year. No other overall positive treatment effects were found, although fidelity and dosage were related positively to growth on several variables. In addition, multiple-group structural equation path models revealed several complex indirect and direct pathways between the four variables of interest. Most surprising, cognitive engagement served as predictors of all other variables in the model. Qualitatively, teachers discussed the impact of the QFT on student responsiveness, described adaptations they made to the intervention, and noted the need for professional development. Limitations of the current study and implications for future research are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Educational psychology. $3 555103
650 4 $a Secondary education. $3 1179560
655 7 $a Electronic books. $2 local $3 554714
690 $a 0620
690 $a 0525
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Boston University. $b Education. $3 1179559
773 0 $t Dissertation Abstracts International $g 79-02B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10636675 $z click for full text (PQDT)