CoChat
Sign Up
Cited by 534Communication in Education and HealthcareBehavioral and Psychological StudiesEvaluation of Teaching Practices

The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.

Wait Time: Slowing Down May Be A Way of Speeding Up!

Rowe, Mary Budd·1986·Journal of Teacher Education
DOI 10.1177/002248718603700110
Open this paper in CoChat — free account

Abstract

The wait time concept has become a significant dimension in the research on teaching. When teachers ask students ques tions, they typically wait less than one second for a student response. Further, after a student stops speaking, teachers react or respond with another question in less than one second. The concepts of wait time 1 (pausing after asking a question) and wait time 2 (pausing after a student response) are discussed in this article by Rowe. She reviews the literature on wait time and describes the efficacy of different training procedures used to enhance the quality of teacher questioning techniques and teacher responses to students. The appropriateness of using wait time with special needs students, particularly handicapped children, is also discussed.

Overview

Integrity signals

Registry

Crossref · 10.1177/002248718603700110

Cites

20 of 20 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Increased wait time, to a threshold of three seconds or more, gives students more time to think about the questions and is associated with positive changes in classroom interaction patterns, including increased number and length of student utterances.

    “Studies later found that an increased wait time, to a threshold of three seconds or more, gives students more time to think about the questions and is associated with positive changes in the classroom interaction patterns, including increased number and length of student utterances (Swift & Gooding, 1983) and student answers being”

    From Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view (2023) · cites this paper as Rowe, 1986

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 51

  1. Anderson, B.O., 1978, Dissertation Abstracts International, 39, 78
  2. Andrus, S.M., Paper presented at the annual conference of New England Educational Research Organization
  3. Anshutz, R.J., 1975, Dissertation Abstracts International, 35, 5978
  4. Boeck, M.A., Paper presented at the annual meeting of the American Educational Research Association
  5. DeTure, L.R., 1976, Dissertation Abstracts International, 38, 735
  6. DeTure, L.R., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  7. DeTure, L.R., Paper presented at the annual meeting of the National Science Teachers Association
  8. Doerr, S.T., 1984, The effect of wait time and Piagetian levels of teacher questions in middle school science classrooms
  9. Fowler, T.W., 1974, An investigation of the teacher behavior of wait-time. Unpublished doctoral dissertation
  10. Fowler, T.W., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  11. Frostic, G., 1971, Beyond Time
  12. Garigliano, L.T., 1973, Dissertation Abstracts International, 33, 4199
  13. Gooding, C.T., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  14. Gooding, C.T., Paper presented at annual conference of New England Educational Research Organization
  15. Gooding, S.T., 1982, Behavior Research Methods and Instruction, 14
  16. Gore, D.A., 1981, Dissertation Abstracts International, 42, 2546
  17. Hanna, G.P., 1977, The effect of wait time on the quality of response of first grade children. Thesis submitted for the Master's degree
  18. Hassler, D.M., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  19. Honea, J.M., 1981, Dissertation Abstracts International, 41, 3858
  20. Jones, N.A., 1980, Dissertation Abstracts International, 41, 549
  21. Korinek, L., 1985, Teacher questioning strategies used with elementary level mildly handicapped students. Unpublished Doctoral Dissertation
  22. Lake, J.H., 1973, Dissertations Abstracts International, 34, 6476
  23. Lee, J.M., 1985, Teacher wait-time: Task performance of developmentally delayed and non-delayed young children. Unpublished Doctoral Dissertation
  24. Marsh, C.A., 1978, Dissertation Abstracts International, 39, 445
  25. McDougal, S.D., 1979, Dissertation Abstracts International, 40, 1294
  26. McGlathery, G., 1978, Analyzing the questioning behaviors of science teachers
  27. McGraw, K.O., 1978, The detrimental effects of reward on performance: A literature review and a prediction model
  28. Riley, J.P., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  29. Riley, J.P., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  30. Rowe, M.B., 1968, Curriculum Evaluation? Six Answers
  31. Rowe, M.B., 1968, Newsletter, 11
  32. Rowe, M.B., 1969, Science and children, 6, 11
  33. Rowe, M.B., Proceedings of the Institute fur die Fedagogic der Natunvissenshaften and der Christian-Albrechts Universitat
  34. Rowe, M.B., 1972, Wait-time and rewards as instructional variables: Their influence on language, logic and fate control
  35. Rowe, M.B., 1973, Teaching Science as Continuous Inquiry
  36. Rowe, M.B., 1974, Learning, 2, 16
  37. Rowe, M.B., 1975, Science and Children, 12, 23
  38. Rowe, M.B., 1976, Journal of College Science Teaching, 5, 258
  39. Rowe, M.B., 1976, Is anybody listening
  40. Rowe, M.B., 1978, Teaching science as continuous inquiry: A basic
  41. Swift, J.N., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  42. Swift, J.N., Paper presented at the annual meeting of the National Association for Research in Science Teaching 58th National Meeting
  43. Swift, J.N., 1979, A wait time conditioning device
  44. Swift, J.N., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  45. Swift, J.N., Paper presented at annual conference of New England Educational Research Organization
  46. Tobin, K.G., 1983, Management of time in classroom
  47. Tobin, K.G., Paper presented at the annual meeting of the American Education Research Association
  48. Tobin, K.G., Paper presented at the annual meeting of the National Association for Research in Science Teaching
  49. 10.1037/0022-0663.74.3.441 · DOI
  50. Winterton, W.W., 1977, Dissertation Abstracts International, 38, 620
  51. Yeany, R.H., Paper presented at the annual meeting of the National Association for Research in Science Teaching

Cited by

Sorted by citations

Related

Metadata

Authors
Rowe, M. B.
Affiliations
University of Florida (US)
Corresponding author
Rowe, Mary Budd
Venue
Journal of Teacher Education
Publisher
SAGE Publications
Published
1986-01
Volume
37
Issue
1
Pages
43-50
ISSN
  • 0022-4871 (ISSN-L)
  • 1552-7816
DOI
10.1177/002248718603700110
OpenAlex
W100240282
Cited by
534
References
20
Citations by year
2026: 17 · 2025: 13 · 2024: 19 · 2023: 10 · 2022: 20 · 2021: 34 · 2020: 21 · 2019: 31 · 2018: 51 · 2017: 22 · 2016: 22 · 2015: 30 · 2014: 28 · 2013: 30 · 2012: 16
FWCI
6.97
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Journal of Teacher Education (publishedVersion)
  • The American Educator
Topics
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
waiting time, teacher questioning, classroom questioning, special needs students, children with disabilities, student response time

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review