Teacher question and student response with regard to cognition and language use

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Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, methodology): “Previous research on the establishment of dialogic interaction has highlighted that teacher questions serve a variety of cognitive conditions (Graesser and Person 1994; Lee and Kinzie 2012; Walshaw and Anthony 2008).”