Describes an experiment in which videotaping and classroom verbal rating systems were used to induce more higher level questioning by instructors in introductory physics laboratories. Concludes that teacher behavior can be modified or changed by setting instructional goals then receiving feedback. (MLH)

Provides and explains a teacher self-evaluation instrument designed to measure inquiry teaching. Recommends that a lesson be videotaped after which the educator scores the presentation on the criteria of lesson content, student behavior, teacher behavior, and questioning techniques. (CP)

Studied relationships among questioning lapse time'' and the cognitive levels of teachers' questions and youngsters' responses, using Bloom's taxonomy and tape recordings in student teaching. Concluded that teachers' questions above the memory level could serve as a mechanism for promoting youngsters' learning at higher cognitive levels. (CC)

Provides a simplified method of self-evaluation of lessons taught which is inexpensive and requires little training before utilization. (CP)

Discusses the number of observations necessary to obtain a trustworthy sample of classroom transactions by reanalyzing existing data. Eleven to twenty observations appear necessary for teachers' questions which require students to hypothesize. The reliability of a single observation was zero for four other questioning types. (CC)

Interaction process analysis was used to study the verbal behavior patterns of 10 junior high science teachers. For each teacher, the highest and lowest ability intact classes with whom the teacher worked were studied. Findings revealed that teachers were significantly more indirect and asked more divergent and evaluative questions of the higher…