"From Asking To Answering: Making Questions Explicit" describes a pedagogical procedure the author has used in writing classes (expository, technical and creative) to help students better understand the purpose, and effect, of text-questions. It accomplishes this by means of thirteen discrete categories (e.g., CLAIMS, COMMITMENT, ANAPHORA, or…

Reports a study of teacher question-asking behavior as a means for initiating intellectual operations in students. (NH)

Children should be faced with high level questions in the classroom in order to develop their ability to think creatively. (CK)

Varied adult responses to questions of six autistic children (5 to 12 years old) supported the hypothesis that repetitive questioning was used to initiate conversation and that autistic Ss appeared to lack the skills to maintain conversation following the listener's answer to a question. (Author/CL)

The use of high-level questions increased the high-and low-level understanding of fifth graders. Competitive environments produced significantly greater high-level understanding than did cooperative environments. (Editor)

Yorks et al. present a case study of participant observation in an Action Reflection Learning program, labeling researchers as sophisticated barbarians because they have knowledge to ask questions but their distance from the culture might make some questions "barbaric." Baldwin's reaction describes additional challenges beyond boundary…

Discusses the components of information inquiry that are necessary to meet basic information and media literacy skills. Highlights include questioning; exploration; assimilation; inference; reflection; information environments, including school, workplace, and personal; information needs; information problems; and literacy and fluency. (LRW)

Offers three types of fixed-response questions that are designed to overcome drawbacks appearing in the conventional forms of fixed-response questions such as not allowing the examiner to investigate reasoning, background, or prevent guessing. (Contains 14 references.) (Author/YDS)

Provides teachers with information on the types of questions and questioning behaviors that can facilitate the learning process. Also describes the types of question that are ineffective. Teachers must be sure they have a clear purpose for their question, rather than just determining student knowledge. (SLD)

Feuerstein's Instrumental Enrichment program was used as a means of improving the questioning style and general teaching style of seven secondary teachers. The study concluded that teachers trained in this technique asked a significantly greater number of high cognitive level questions compared with regular curriculum teachers. (Author/DB)