Relevance of classroom questioning by educators to the support of learning progress in urban Chinese primary schools

    Relevance of classroom questionin" rel="nofollow">ing by educators to the support of learnin" rel="nofollow">ing progress in" rel="nofollow">in urban Chin" rel="nofollow">inese primary schools Interview questions: 1. What kin" rel="nofollow">ind of questions doyou ask while havin" rel="nofollow">ing classes? 2. How much time do you thin" rel="nofollow">ink you give pupils to thin" rel="nofollow">ink about a question? 3. How do you choose the pupils to answer the question? 4. After askin" rel="nofollow">ing questions, do you ask students to answer the questions in" rel="nofollow">independently or after a group discussion? 5. Do you thin" rel="nofollow">ink classroom questionin" rel="nofollow">ing is effective? 6. What is the proportion of classroom questionin" rel="nofollow">ing in" rel="nofollow">in all the assessment methods you use? 7. How do you give a comment or feedback after the pupil answerin" rel="nofollow">ing the question? 8. What do you thin" rel="nofollow">ink the pros and cons of classroom questionin" rel="nofollow">ing in" rel="nofollow">in practice are? 9. Do you thin" rel="nofollow">ink students like classroom questionin" rel="nofollow">ing?