dc.contributor.author |
Sayed, Farah Samir. |
dc.date.accessioned |
2012-06-13T07:35:49Z |
dc.date.available |
2012-06-13T07:35:49Z |
dc.date.issued |
2011 |
dc.identifier.uri |
http://hdl.handle.net/10938/8777 |
dc.description |
Thesis (M.A.)--American University of Beirut, Department of Education, 2011.;"Advisor : Dr. Saouma BouJaoude, Professor, Department of Education--Members of Committee: Dr. Vivian Khamis, Associate Professor, Department of Education Dr. Rabih El Mouhayar, |
dc.description |
Includes bibliographical references (leaves 137-149) |
dc.description.abstract |
Teachers’ beliefs about classroom questioning can play a significant role in shaping their behavior and classroom practices. Teachers’ questions are an essential component of classroom talk and determine the nature of discourse during classroom instructio |
dc.format.extent |
xiii, 149 leaves : ill. 30 cm. |
dc.language.iso |
eng |
dc.relation.ispartof |
Theses, Dissertations, and Projects |
dc.subject.classification |
T:005541 AUBNO |
dc.subject.lcsh |
Science teachers -- Lebanon. |
dc.subject.lcsh |
Science -- Study and teaching (Elementary) -- Lebanon. |
dc.subject.lcsh |
Questioning -- Lebanon. |
dc.title |
Extent of alignment between elementary science teachers' beliefs about classroom questioning and their classroom practices - by Farah Samir Sayed. |
dc.type |
Thesis |
dc.contributor.department |
American University of Beirut. Faculty of Arts and Sciences. Department of Education. |