Several examples are presented to illustrate possible methods for unobtrusively evaluating outcomes of problem-solving-oriented social studies learning. Evaluation techniques such as observation, interviewing, checklists, and self-awareness exercises are explained. (Author/JR)

The purpose of this article is to use the vehicle of a controversial issue--abortion--as a means of illustrating the advantages of teaching such issues through a problem-solving method. Discussion ideas and resources are presented. (Author/JR)

The A-Level literature exams are criticized for using language that is too vague or too difficult, and concepts too involved or sophisticated for the student. It is suggested that examiners confer with teachers and compose questions that are clear and explicit. (CHK)

Students were randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required reviewing of main; or (2) alternate text when responses to adjunct questions were incorrect; (3) reading with adjunct questions; and (4) reading without adjunct questions. (Author/LMO)

An adaptation of the inquiry method of teaching, which develops skills of information retrieval and reasoning through systematic questioning by the teacher, is proposed for instruction in clinical periodontics. (MSE)

To identify variables influencing the acquisition of teaching skills, 26 studies addressing the acquisition of the generic skill of questioning were synthesized through meta-analysis. The training variables considered include general effect, method, duration, number of sessions, experience and academic certification levels of trainees, and…

Describes three instructional guides designed to raise students' thinking about short stories beyond factual recall to interpretation, application, synthesis, and evaluation of material, and to foster positive affective responses as concomitant reading behaviors. (RS)

This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing-impaired preschool children. Teachers relied extensively upon three techniques: label/model, extension, and correction. Infrequently used were such techniques as expansion, completion, reinforcement, repetition, and simple expatiation.…

Outlines some applications of Natural Language Processing, the capacity of computers to process human language, to language teaching. The role of syntactic parsing (the assigning of grammatical structure to sentences by computer) and semantically based processing is examined. (Author/SED)

Suggests open-ended study questions distributed early in the semester and later used on literature exams that will promote independent thinking and develop students' interpretive skills, while at the same time indicating whether the students have benefited fully from reading, lectures, and discussion. (HTH)

The difficulties hearing impaired students experience in acquiring the conceptual information underlying narratives is discussed in terms of schemata development and the role of incidental learning. Principles for teaching concepts and labels, elaborating the schema, using questions to fill in conceptual gaps, and using imaginary play and…

Discusses the development of inquiry skills as a legitimate goal for education and possible ways of using technology to support the inquiry process in classrooms. Three elements of inquiry are examined--how inquiry can be motivated, the centrality of questioning, and metacognitive aspects--and examples of classroom projects are given. (EM)

Discusses and compares the syntactic features of free relative clauses found in Castilian and Aragonese dialects of Old Spanish. The role of clitics (nontonic pronominals) and the lexical innovations of the wh-question compound-type clauses are highlighted. (TR)

Examines instructional procedures found in the preparation and questioning components of directed reading lessons to assist teachers in evaluating these procedures. Background knowledge and vocabulary development were examined in the preparation component; the story map in the questioning component. (Author/NH)

The study examined the effects of training in question generation on comprehension question performance, on quality and form of generated questions, and on accuracy of predicted comprehension. Sixth-grade students trained in question generation outperformed four comparison groups on several comprehension and metacomprehension measures. (Author/LMO)