Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Based on the idea that conversational interaction between students and teachers in the classroom is the best way to learn, this book focuses on classroom talk about book-related topics. The teachers represented in the book initiate literature discussion groups, book clubs, and literature circles, and students share the thoughts and feelings that…

Students must have uninterrupted periods of time to process information, to reflect on what has been said, observed, or done, and to consider what their personal responses will be. After at least three seconds of uninterrupted silence, a significant number of positive outcomes occur for students and teachers. Students are more effective in…

The first chapter in this booklet about teaching and the art of questioning defines educative questions which advance pedagogical purposes, classroom processes, and educational ends and facilitate student thinking and class participation. Examples throughout the publication are in the form of recorded and transcribed actual classroom discourse,…

Using sound field amplification which increased the intensity of the teacher's voice by 10 decibels, 9 primary-level children with developmental disabilities made fewer errors on a word identification task, were more relaxed, and responded more quickly than without amplification. (Author/JDD)

Examined whether and how the quality of students' explanations of chemical phenomena was affected by changing the method of giving the question and answer between the spoken and written formats. Concluded that there was no difference between the performance of students using any of these combinations of formats. (Author/YP)

Emphasizes that learning is influenced by the student's active response to instruction. Teachers are advised to remain aware of student responses by initiating work contracts with students and are encouraged to help students learn to respond appropriately to instruction by arranging the classroom environment so that attention and motivation are…

Reports on a study of 138 college sociology professors on their attitudes about and techniques for learning students' names. Finds that the number of tactics used for learning names declines as class size increases. Includes 18 techniques for name-learning. (CFR)

Invitational education maintains that people respond best when they are invited to feel valuable, able, and responsible, and that teachers can transmit verbal and nonverbal messages that promote positive student reactions. An overview of the concept is presented, and four types of behavior of physical education teachers and their effects are…

A study examined the types of questions teachers asked and the types of responses they elicited from prestory and poststory portions of reading comprehension lessons. The Question Response Interaction instrument was used to gather data from teachers and their inner city third, fourth, and sixth grade students in both high and low reading groups.…

This booklet looks at the role of learner feedback in the quality improvement process. It suggests how adult and community learning (ACL) providers can adapt and improve their practice to meet the needs of learners in the changed policy context. Chapter 1 explores why providers should listen to learners and finds that listening to learners…

Presents techniques for encouraging peer learning in the college classroom. Discusses icebreaking exercises, ways to encourage total participation, and methods for dealing with grade anxiety. Argues that, with peer learning, students learn to develop their own resources for learning. Urges testing that calls for application of theoretical…

Presents the results of a study where students rated audiotape excerpts of vocal instruction that featured teacher approval or disapproval behavior. Correlated this information with the students' grade level, gender, and responses to questions concerning attributes for success. Most students attributed success to internal rather than external…

The positivist paradigm has dominated the shape and direction of research in education. Traditionally the scientific method is adhered to, variables are strictly controlled, statistics are compiled, and conclusions are reached. In the post-positivist paradigm, studies conducted using naturalistic inquiry take place in the natural setting and do…