Date of Award

12-1-2013

Degree Name

Master of Music

Department

Music

First Advisor

Russell, Heather

Abstract

The purpose of this case study was to examine the types of questions a music teacher uses in the classroom and when, and with what frequency, those question types occurred. The questions an experienced general music teacher asked fourth-grade students over the course of five thirty-minute class periods were classified as either procedural/behavioral (36.17%), content (61.97%), or off-topic (1.86%) questions. The content questions were further categorized as either convergent or divergent, as well as whether they were instances of probing, prompting, or redirection. The participant asked an average of approximately 75 questions per class period, and the majority of these (85.84%; n = 200) were convergent. Though previous research has demonstrated the importance of the use of a variety of question types, this knowledge may not have translated to the classroom.

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