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September 10, 2025International Journal of Educational Development

An Empirical Case Study on Teacher Questioning Strategies Targeting Thinking Quality in Senior High School English Reading Instruction

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PWPeiyu Wang

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Overview

Empirical case study examines teacher questioning’s role in enhancing thinking quality, indicating its effectiveness in deepening cognitive engagement.

Key Points

  • Questions designed to improve thinking quality significantly engage students and foster deeper learning.
  • The study identifies a progression from lower-order to higher-order questions, establishing a framework for effective questioning.
  • Analysis of teacher questions utilized a mixed-method approach, integrating content analysis and case-based inquiry.
  • Strategic questioning enhances cognitive support, which may lead to improved student engagement and intellectual growth.

Cite This Study

Peiyu Wang (2025) studied this question.

synapsesocial.com/papers/68c1a40f54b1d3bfb60decc9https://doi.org/10.63313/ijed.9012
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Study on Teacher Questioning in Senior High School English Reading Class Based on the Development of Thinking quality2024
  2. 2Teacher Questioning Techniques and Critical Thinking Skills Development in Junior High School English Language Classrooms2024 · 1 citations
  3. 3Measures to Cultivate the Higher-order Thinking Quality of High School Students by Discourse Reading2024
  4. 4THE ROLE OF TEACHERS' COMPREHENSION QUESTIONS IN DEVELOPING CRITICAL THINKING AMONG SECONDARY SCHOOL STUDENTS: AN ANALYTICAL STUDY2025
  5. 5The Cultivation of Thinking Quality in English Reading Teaching in Senior High School2024