{"id":{"repo_id":"sheffield-hallam","oai_identifier":"oai:shura.shu.ac.uk:19275"},"canonical_url":"https://search.dev.ndltd.org/etd/sheffield-hallam/oai:shura.shu.ac.uk:19275","repository":{"repo_id":"sheffield-hallam","name":"Sheffield Hallam University","base_url":"https://shura.shu.ac.uk/cgi/oai2"},"display":{"title":"The anxiety of whole class teacher questioning for primary pupils.","abstract":"The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a \"greater emphasis on whole class work\" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the light of empirical data gathered principally in a Year 4 primary classroom during 1999 - 2000, this research aimed to explore further the emotional response of pupils at times of whole class teacher questioning, with a particular focus on lessons of literacy and numeracy. In line with more recent educational research in schools, a key aim was that the main voices emerging from the data would be the children's own. There was therefore a strong emphasis on observation of their responses in whole class work, pupil interviews and associated pupil focused data. Drawing on this, I argue that there is evidence that numbers of pupils experience feelings during whole class teacher questioning that may impact on their identity as learners and lead to their employing coping strategies that may be detrimental to their education.","abstract_html":"The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a "greater emphasis on whole class work" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the light of empirical data gathered principally in a Year 4 primary classroom during 1999 - 2000, this research aimed to explore further the emotional response of pupils at times of whole class teacher questioning, with a particular focus on lessons of literacy and numeracy. In line with more recent educational research in schools, a key aim was that the main voices emerging from the data would be the children's own. There was therefore a strong emphasis on observation of their responses in whole class work, pupil interviews and associated pupil focused data. Drawing on this, I argue that there is evidence that numbers of pupils experience feelings during whole class teacher questioning that may impact on their identity as learners and lead to their employing coping strategies that may be detrimental to their education.","abstract_has_math":false,"creators":["Anderson, Julie Ann."],"institution":"Sheffield Hallam University (United Kingdom).","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Anderson, John"],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-24T06:31:12Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Anderson, John"]},{"key":"dc:creator","label":"Author","values":["Anderson, Julie Ann."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005"]},{"key":"dc:date.issued","label":"Date","values":["2005"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["Sheffield Hallam University,"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department Not Provided."]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Sheffield Hallam University (United Kingdom)."]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://shura.shu.ac.uk/19275/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://shura.shu.ac.uk/19275/1/10694155.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a \"greater emphasis on whole class work\" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the light of empirical data gathered principally in a Year 4 primary classroom during 1999 - 2000, this research aimed to explore further the emotional response of pupils at times of whole class teacher questioning, with a particular focus on lessons of literacy and numeracy. In line with more recent educational research in schools, a key aim was that the main voices emerging from the data would be the children's own. There was therefore a strong emphasis on observation of their responses in whole class work, pupil interviews and associated pupil focused data. Drawing on this, I argue that there is evidence that numbers of pupils experience feelings during whole class teacher questioning that may impact on their identity as learners and lead to their employing coping strategies that may be detrimental to their education."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The anxiety of whole class teacher questioning for primary pupils."]}]}],"canonical_facts":{"dc:contributor.advisor":["Anderson, John"],"dc:creator":["Anderson, Julie Ann."],"dc:date":["2005"],"dc:date.issued":["2005"],"dc:description.abstract":["The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a \"greater emphasis on whole class work\" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the light of empirical data gathered principally in a Year 4 primary classroom during 1999 - 2000, this research aimed to explore further the emotional response of pupils at times of whole class teacher questioning, with a particular focus on lessons of literacy and numeracy. In line with more recent educational research in schools, a key aim was that the main voices emerging from the data would be the children's own. There was therefore a strong emphasis on observation of their responses in whole class work, pupil interviews and associated pupil focused data. Drawing on this, I argue that there is evidence that numbers of pupils experience feelings during whole class teacher questioning that may impact on their identity as learners and lead to their employing coping strategies that may be detrimental to their education."],"dc:format":["application/pdf"],"dc:identifier.uri":["https://shura.shu.ac.uk/19275/1/10694155.pdf"],"dc:language":["en"],"dc:publisher.commercial":["Sheffield Hallam University,"],"dc:publisher.department":["Department Not Provided."],"dc:publisher.institution":["Sheffield Hallam University (United Kingdom)."],"dc:relation.isreferencedby":["https://shura.shu.ac.uk/19275/"],"dc:title":["The anxiety of whole class teacher questioning for primary pupils."],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T06:31:12Z"}