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Teacher Perceptions of Elasticity in Student Questioning

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Title: Teacher Perceptions of Elasticity in Student Questioning
Language: English
Authors: Brian Stone, Rachael Pearson
Source: International Journal of the Whole Child. 2024 9(1):9-19.
Availability: Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Teacher Attitudes, Student Interests, Classroom Environment, Barriers, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Inquiry, Personal Autonomy, Teaching Methods
ISSN: 2474-297X
Abstract: Elasticity, the capacity for students to explore or investigate their own questions of interest during or after teacher-directed events in the classroom, is highly beneficial for students in terms of their retention and deeper understanding of the content. An elastic environment is child-centered and inquiry-based. An inelastic environment (teacher-directed) results in students refraining from asking, investigating, or exploring their interests/curiosities. Teachers' perceptions of their classroom environments become an important consideration when evaluating their ability to enact elastic explorations. In this pilot study, teachers (two separate public-school districts) completed surveys describing perceptions of elasticity in their classrooms. Results indicate teachers' high value for elasticity in learning, inquiry-based investigating, and authentic student questioning. However, most teachers describe their environments as highly inelastic due to multiple barriers including time, standards, testing, stress, and a lack of training. The authors discuss potential pathways for increasing elastic environments including teacher training, professional development, and administrative support. The authors also discuss the relationship between teachers' beliefs and developing an elastic classroom environment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426586
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teacher Perceptions of Elasticity in Student Questioning
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+the+Whole+Child%22"><i>International Journal of the Whole Child</i></searchLink>. 2024 9(1):9-19.
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  Data: Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
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  Data: 11
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: 2474-297X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Elasticity, the capacity for students to explore or investigate their own questions of interest during or after teacher-directed events in the classroom, is highly beneficial for students in terms of their retention and deeper understanding of the content. An elastic environment is child-centered and inquiry-based. An inelastic environment (teacher-directed) results in students refraining from asking, investigating, or exploring their interests/curiosities. Teachers' perceptions of their classroom environments become an important consideration when evaluating their ability to enact elastic explorations. In this pilot study, teachers (two separate public-school districts) completed surveys describing perceptions of elasticity in their classrooms. Results indicate teachers' high value for elasticity in learning, inquiry-based investigating, and authentic student questioning. However, most teachers describe their environments as highly inelastic due to multiple barriers including time, standards, testing, stress, and a lack of training. The authors discuss potential pathways for increasing elastic environments including teacher training, professional development, and administrative support. The authors also discuss the relationship between teachers' beliefs and developing an elastic classroom environment.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 9
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Classroom Environment
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      – SubjectFull: Barriers
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Inquiry
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      – SubjectFull: Personal Autonomy
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