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Does Brief In-Service Training Help Teachers Increase Turn-Taking Talk and Socratic Questions with Low-Income Preschoolers?
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Honig, Alice Sterling; Martin, Patricia M. – NHSA Dialog, 2009
This study examined effects of 1-session training to increase 2 targeted teacher language behaviors: use of Socratic (open-ended) questions and length of turn-taking conversations with low-income preschoolers. Teachers, matched in 21 pairs for education, age, and training in early childhood education, were assigned to E (experimental) or C…
Descriptors: Low Income Groups, Inservice Teacher Education, Faculty Development, Student Behavior