This article identified some teacher concerns with open, inquiry-oriented teaching and also attempted to offer some advice on how best to understand the rationale and the application of inquiry to teaching. (Author/RK)

The findings of the main experiment and the replication support quite clearly the expectation that the use of rhetorical question-and-answer sequences in a lecture enhances the learning of factual materials in an audience that is not otherwise highly motivated to pay close attention. (Author)

This study sought to ascertain the effects of specially designed self-instructional modules (SIMs) upon the preparation of secondary-level social studies teacher-trainees. (Author)

Groups of college undergraduates read a series of passages with each group consistently receiving a certain type of question after each passage. Reading strategies adopted by the different groups were analyzed. (Editor)

Suggests a proper sequencing of learning activities in science teaching with the textbook used after child's completion of inquiry and acquisition of big ideas.'' (CC)

Discusses the use of questions in the categories of 1) author's use of words, 2) author's use of figurative language, 3) character traits, 4) tone, 5) theme, and 6) development of theme, that can lead students to an appreciation and enjoyment of literature. (MM)

Includes brief description of all minicourses completed or under development. (RT)