Teachers give disinvited students less wait time than invited students when they cannot answer questions¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1985 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In Purkey's North Carolina research, invited students were given an average of 3 seconds to respond to unanswerable questions before the teacher intervened, while disinvited students of equal academic ability were given an average of .9 second. → Knight 1985

Evidence¶

Knight 1985¶

Knight, James A. (1985). Building a Positive School Climate. Paper presented at the Annual Meeting of the Midwestern Educational Research Association, Chicago, IL. https://eric.ed.gov/?id=ED265663

q2 · i? · theoretical · r2

The paper reports research conducted by Purkey in North Carolina in which students were identified as invited or disinvited by how teachers greeted them at the classroom door. The two groups "were really not different in their academic ability," yet received different wait times.

"the invited students were given an average of 3 seconds to respond before the teacher gave clues, restated the question, redirectedthe question, or answeredthequestion themselves.On the other hand, the disinvitedstudentswho were just as capable,were given an average of .9 second"

Discussion¶

Related Claims¶

• Reviews of classroom studies, read from their abstracts, associate longer teacher wait time with longer, higher-cognitive-level student responses, with no effect size recorded — related
• Questioning Strategies Improve Learning — related