Rather than asking students whether they have any questions, four alternative strategies can help teachers ensure that students know the material presented. The checking for understanding strategies, which include shadowing, choral responding, reiteration, and group alerting, provide teachers with feedback about student understanding. (SM)

In a study of questioning formats, children and adults answered spelling questions in an open-ended condition or one of two close-ended conditions where options were likely or unlikely. Participants presented with unlikely-response options generated their own responses more often than participants presented with likely-response options. Children…

This study investigated success in responding to naturalistic conversational questions by six young adults with autism, using a quantitative discourse analytic method. Four types of questions were identified: more than seven words in length; multiclausal; requiring inference; and indirect requests for information. The prediction that…

Suggests the Book Chat model, which emphasizes subject-related, process-oriented learning principles, be adjusted to accommodate two aspects of change in literary practice: the selection of texts for literature programs; and the influence of critical-literacy theory on the way teachers question children about what they read. (NH)

Presents relative historical events responsible for bringing about the need to use treatment methods capable of delivering low-cost, quality mental-health services and reviews current literature supporting this need. Discusses the Solution-Focused Brief Therapy Model as a means of service delivery. Includes examples of its application. (Author/MKA)

Details a study of secondary science teachers (N=8) and their questioning strategies. Identifies and describes commonly used teacher responses to student questions in the secondary science classroom. Contains 39 references. (DDR)

Examines observations and research on question-answer interaction between client and therapist, and teacher and student. Discusses Patton's six-question instrument which provides categories of question options, with application for the art therapist. Argues that effective formulation of questions provides the clinician, educator, and researcher…

Examines the effects of investigative, open-ended, and inquiry-based labs on students' ability to ask high-level and open-ended questions. Recommends combining direct instruction in questioning with increased background information to improve students' questions. (Contains 19 references.) (YDS)

Perceptions of 1,615 college students of their teachers' support of student's questioning were examined in 2 experiments. Perceived support had significant and consistent relationships with student motivation and strategy use typical of self-regulated learners. It also appeared to affect the likelihood of student questioning. (SLD)

Discusses the incompatibility of fast-paced questioning techniques and inquiry-oriented science instruction. Encourages increasing the time allowed for students to construct responses to teacher questions, and utilizing a system of rewards and punishments that supports students working out their own ideas with experiments. (DDR)

This article discusses using questioning techniques for encouraging purposeful inquiry among gifted students in elementary grades through college levels. A variety of questioning strategies is recommended, focusing primarily on the higher end of Bloom's taxonomy to engage students in higher level thinking. A classroom example is provided.…

Examines how interviewers can revise questionnaires to minimize troubles in interviewees' responses and to encourage positive, optimistic responses. Discusses psychometrically valid questions, revising scripted text to use yes-no questions, reformulating unclear questions to evoke positive responses, presenting scripted questions as yes-no…

Although constructivism sounds theoretically simple, many teachers encounter obstacles in creating constructivist classrooms. When teaching literature, effective constructivist teachers direct a certain focus, devise questions that ignite thinking, spotlight and paraphrase students' responses, and reflect thinking back to students. (MLH)

Explains Fish Bowl, an activity for upper elementary and middle school students to share what they read and a method for teachers to assess student understanding of a book. Discusses benefits of reading aloud a summary of the book, reading a passage from the book, asking appropriate questions, and answering questions. (LRW)

Uses a formative experiment design to learn about ways in which a teacher used questioning strategies to help students expand their intertextual boundaries during discussions about literature. Concludes that the use of a questioning framework such as the Directed Reading-Connecting Activity helps teachers organize their thoughts before discussions…