Dissertation
Questioning Patterns of Elementary Teachers During Synchronous Online Instruction
Doctor of Philosophy (PhD), Washington State University
12/2025
DOI:
https://doi.org/10.7273/000008370
Abstract
Teacher questioning is one of the most direct ways in which educators interact with students and influence learning and engagement. This qualitative case study explores the questioning patterns of three elementary teachers who taught in synchronous online settings during the COVID-19 pandemic. Each teacher reflected on their perspectives regarding the purposes of teacher questioning, participated in multiple observed teaching sessions, and analyzed their own instructional practices. The study identified three different questioning tendencies, including a more routine oriented questioning approach, a metacognitive approach, and an information “tour-guide” approach. From these findings, several important themes emerged that have practical and policy implications for both in-person and synchronous online teaching environments. These include considerations regarding professional development, teacher autonomy, a lack of student collaboration opportunities in synchronous online learning environments, equity in synchronous online learning environments, and the value of ongoing teacher self-reflection.
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Details
- Title
- Questioning Patterns of Elementary Teachers During Synchronous Online Instruction
- Creators
- Martin Claude Stevens
- Contributors
- Sarah Newcomer (Co-Chair)Gisela Ernst-Slavit (Co-Chair)Shameem Rakha (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 108
- Identifiers
- 99901357897201842
- Language
- English
- Resource Type
- Dissertation