This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…

The purpose of the paper is to examine some attitudes high school students have of mathematics. This is a partial replication of the Project for the International Evaluation of Educational Achievement in Mathematics (IEA). The principal variables under study were mathematics achievement as measured by the Stanford Achievement Test; student views…

Presents a measurement instrument to ascertain the readiness of students to deal with the inquiry process and suggests means to prepare them for inquiry. Data can serve as an indicator of students' attitudes towards teachers' questions and corresponding thought levels, and as an indirect expression of their feelings toward the inquiry approach.…

Examines the effect of inserted questions with and without feedback on students' estimates of posttest performance. Finds that requiring students to answer inserted questions and then providing students with feedback on their responses leads to more accurate student estimates of posttest performance. (MG)

Suggests that, while the literature chosen for study is important, the dynamics of discussion, the verbal volleying as students clarify and attempt to give form to their responses, are equally crucial. (TO)

Reports a qualitative analysis of classroom discourse in which use of questions by science teachers is assessed in terms of arguments to establish scientific knowledge claims. Questions are analyzed not for form/frequency but for their function in developing arguments that establish claims rationally. (Author/JN)

Provides brief descriptions of several techniques and strategies (Jigsaw method, anticipation/reaction guides, metacognition, "what I know" charts, and self-questioning) thought most useful and inspiring by preservice teachers enrolled in a mandatory content area reading class for secondary teachers. (RS)

"High level" questions require analytical, synthesizing, and evaluative responses; "low level" questions require acquisition and comprehension of information. Students responding to high level questions showed greater changes in their social attitudes. (JH) questions

Study of education in history and sociology courses for nonacademic students from grades 11 and 12. A chart shows related units in a sociology course and a classical Greek history course. Main goals of both courses are to widen understanding of education and to clarify students' values about education. Suggestions for textbooks are given. (BC)

Describes an undergraduate methods course for English Education majors called "Language Instruction in the Secondary Classroom." Details how the author used questioning strategies to encourage diversity in the ways students think about, question, and probe the subject matter of the course, and placed much responsibility for determining…

This study investigated the effects of training in the use of advance organizers and interspersed questions on the comprehension and attitudes of good, average, and poor eighth-grade readers who were randomly assigned, by intact classroom units, to one of three treatment groups. The first treatment group received eight sessions of training in the…

If researchers want to get at secondary students' true feelings and at their true usage figures of drugs, it is strongly recommended that questionnaires contain the "I now use..." category for anchoring the usage items and "I feel..." for soliciting general items. (RL)

All teachers, including school librarians, have the responsibility of helping people utilize (not only discover) information to help themselves. They must promote questioning and the active life of the imagination. (Author)

Describes a series of opening activities for the study of the Holocaust in order to discover: (1) students' current knowledge base about the Holocaust; (2) students' depth of knowledge about the Holocaust; and (3) students' crucial questions and concerns about the Holocaust. (CMK)

Discussed are two practices that can affect the confidence and attitude of students toward mathematics. The first is a questioning technique that allows students to verbalize their progress up to a perceived impasse. The second discusses the possible negative results of sending students to the blackboard and provides suggestions to improve the…