Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)

Elementary school science students taught by preservice teachers trained to ask observation and classification questions were administered an attitude measure. Results showed a significant difference only on a frustration measure, with the experimental group exhibiting more frustration than a control group. (MLH)

Investigates the consequences of inquiry and didactic teaching when students either cooperate or compete with each other on (a) students' acceptance of the teaching method, (b) their approval of the teacher, (c) their experience of peer support, and (d) their beliefs that they have learned. Eighty fourth and fifth grade students were randomly…

Investigates the wait-time after each question, the number of questions asked per minute, and the cognitive levels of questions asked by 10 preservice teachers. After initial data collection to determine subjects question-asking practices, one-half of the sample underwent instruction to change their question-asking practices. Results revealed the…

Presents findings from a systematic analysis of elementary-school science textbooks in terms of content domain, method of information presentation, types of questions, and considerateness. Found substantial differences between programs and suggests five further research questions. (YP)

Reports on a study which investigated the effects of varying percentages of high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. Also investigated the effects of redirecting questions on student achievement. (CS)

Results of 11 studies of classroom practices used with activity-based elementary science programs were combined quantitatively using a composite category system. One finding reported is that teachers trained in program use spent less time talking and more on activities than untrained teachers using the programs. (Author/JM)