This study investigated student academic responding time as a function of time of day for 122 students (grades 2-4) with and without disabilities in 10 urban and suburban schools. Student academic responding time was higher when an academic activity was occurring, an active task was underway, and an individual rather than a group structure was…

Seventeen pairs of learning disabled (LD) and normal elementary school students were observed to determine instructional and responding times. While the time allocated to activities and tasks did not differ for the two groups, LD students received more individual instruction and teacher approval than did non-LD students. (Author/SW)

A study examined the effects of three types of teacher questions (literal, interpretive, applied) on: (1) frequency, length, and quality of student response; (2) classroom interaction; (3) student questions; (4) intentional and incidental learning; and (5) student attitudes. Multiple-choice formats were used to assess intentional learning, and…

Research is reported on the cognitive mediational paradigm which postulates that teachers influence students' learning by causing them to think and behave in particular ways during teaching. Four studies are reported. The first describes five teachers and their students and explores, in classroom lessons, the cognitive processes students used in…

The role of elaborative interrogation in children's learning of facts was investigated in 2 experiments involving 211 female and 185 male Canadian fourth through eighth graders. When compared to the facts alone, precise elaborations given by the experimenter, or learner-constructed imagery, elaborative interrogation produced better learning in…