Date of Award

Spring 5-2018

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education & Educational Psychology

First Advisor

Marcia A. B. Delcourt, PhD

Second Advisor

Bruce M. Shore, PhD

Third Advisor

Jacob C. Greenwood, EdD

Abstract

This research focused on the inquiry skill of questioning used as a teaching tool and how undergraduate preservice teacher-preparatory program. The instructional strategy of questioning took place in a classroom that used a mixed-reality simulation system. The research design was a mixed-methods procedure. The quantitative aspect included a quasi-experimental design with a treatment group (those who received data-driven feedback and coaching, n = 15) and a comparison group (those who did not receive data-driven feedback/coaching, n = 15). A comparison of self-efficacy means between groups, indicated no differences before or after the treatment. A Chi-Square procedure and Sign follow-up tests were used to analyze these questioning data. The Chi-Square analysis revealed a significant difference between questioning performance between the treatment and comparison groups, (chi-square(1) = 47.56, p < .01). The Sign tests showed statistically significant change in performance in creating Higher-order Thinking (HOT) questions across all three pairwise sessions, for the treatment group p ranged between .002-.005. The comparison group had no significant differences between any sessions. Qualitative data were collected during feedback and coaching sessions with treatment-group participants after each presented a lesson in a mixed-reality simulation environment. Participants from both groups were interviewed at the end of the study. The themes that emerged were data-driven feedback and coaching improves self-efficacy, planning for a lesson requires reflection, lesson performance is enhanced by reflection, and data-driven feedback and coaching improves questioning skills. This study describes how to improve modern preservice teacher-preparatory programs as they shift toward connecting well-established skills with new-age training technology.

Share

COinS