Is it possible to teach a learner to become a better question asker in as little as 25 minutes? Given that many teachers and school districts do not have the resources to provide individualized question training to students, the current study sought to explore the benefits of using animated pedagogical agents to teach question-asking skills in a…

Questioning has been utilized as a critical assessment tool for centuries. It has been thought that there is a relationship between asking good questions and effective teaching. In order to analyze teachers' questioning strategies from various aspects, this study was conducted during the 2014-2015 academic year with 170 primary school teachers…

Findings derived from self-reported, structured survey questionnaires are commonly used in evaluation and applied research to inform policy-making and program decisions. Although there are a variety of issues related to the quality of survey evidence (e.g., sampling precision), the validity of response processes--how respondents process thoughts…

Study was conducted on the hypothesis that a positively formulated instruction leads to a more positive answer than a neutral instruction and that this in turn leads to a more positive answer than a negative instruction. (Editor)

The purpose of this research was to explore the development of, and relationships among, individual modes of (1) articulating knowledge about and evaluation of peers; (2) attributing causality for interpersonal events to the self and to others; (3) attributing one's own and other's behavior to intentionality or accident. Data was collected for…

This study, conducted in Singapore, was designed to determine pre-service primary teachers' (n=34) behavior in asking operational questions in science. In training the pre-service teachers in asking operational questions, the meaning of operational questions was first illustrated and clarified to them through the use of some examples during group…

A research project attempted to identify and classify productive thought processes of gifted junior high school students and their teachers. Subjects were 176 gifted high achieving students of both sexes with a verbal IQ range of 127.21 to 136.35, a nonverbal IQ range of 122.88 to 134.59, and a chronological age range of 12.50 to 14.63 years. The…