In this series of six articles, authors discuss motivating students through praise, using questioning as a teaching method, teaching lazy learners by making them find their own answers, tips on testing, improving reading and study habits, and teaching job-related English to refugees. (JOW)

This paper reviews research on strategies to promote student questioning behavior and presents guidelines to teachers on improving students' question-asking skills: provide an environment conducive to involvement and inquiry; model higher order questioning; clarify the criteria for good questions; and react to student questions in an encouraging…

The premises of this report are: (1) teachers can more effectively help children learn arithmetic if they understand what the child knows, (2) this understanding is best arrived at through talk, and (3) such dialogues are valuable instructional episodes. Strategies of this approach and a sample dialogue are included. (MP)

Provides an explanation of guided inquiry. Questioning techniques, time involved, and inferences drawn from guided inquiry are discussed with applications for the elementary science classroom. (DS)

Discusses recent research on story structure in terms of developmental differences in comprehension and presents some suggestions on how this new evidence can be applied to teaching strategies in the classroom. (Author)

Reviews the management recruiters training program used by the American Telephone and Telegraph Corporation. Points out that one aspect of the program is to ignore communication variables in the initial interview. Discusses implications of this approach. (JMF)

The effects of adjunct postquestions in an individualized training course were tested. Percent of adjunct questions identical to the lesson and final test questions was varied in four conditions: no questions, 0 percent, 50 percent, and 100 percent identical. The 100 percent group was superior on all measures. (Author/GK)

Instructions involving high-level questions and answers either were or were not given to fifth and sixth graders in three learning environments: cooperative, competitive, or independent. Students who received the instructions showed greater gains in recognizing and generating high-level questions. (GDC)

Asserts that common techniques for the teaching of question formation disregard the speaker's purpose and the situation. Moreover, they are frequently based on transforming written sentences, which does not facilitate oral communication. Suggests criteria for judging question-teaching techniques and provides samples of "good"…

Acquisition of answering systems based on speaker intention v literal components of questions was investigated in monolingual and bilingual English- and Japanese-speaking children. The results suggested that the English system is acquired earlier than the Japanese system and that the two systems interact in bilingual children. (Author/RD)

Investigates the effect of various strategy-modeling techniques on the performance of both young children and elderly adults on the 20 Question Task. (Author/MP)

Investigates how intellectual development, IQ, and achievement of 92 high school biology students were affected by inquiry teaching methods. A pre-post-test design of four parameters (Cognitive development, content achievement, inquiry skills achievement, and IQ) was used. Results show that inquiry teaching produces significant gains in all…

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

Presents descriptions, advantages, and disadvantages of six needs assessment tools which can be used for continuing education: The simple checklist, the reiterated checklist, the Delphi II assessment, "asking," the matrix assessment, and the pyramid assessment. Emphasis is on the Delphi II technique. (TA)

Examines what can happen when collegiality as process is opened to include students as well as teachers. This paper presents an example from one fourth-grade classroom where teachers and students alike engage in thoughtful conversations that lead to higher levels of learning and growth. (SM)