As part of a iatrosedation program, a computer-assisted system was developed to enhance evaluation and feedback processes central to course design. Computer-controlled audio and video playback devices and computer technology are used to record and play back physician-patient interviews and print a record of the interview evaluation session. (MSE)

Results of a study show that increasing the amount of time teachers allow for students to answer questions produces a number of positive results, including (1) increases in the length of student response, (2) increases in the number of unsolicited responses, and (3) improvement in student-to-student interaction. (FL)

Reviews research published from 1960 to 1981 concerning prereading strategies. Concludes that there is a dearth of conclusive research in the area and calls for renewed efforts on the part of researchers. (FL)

If researchers want to get at secondary students' true feelings and at their true usage figures of drugs, it is strongly recommended that questionnaires contain the "I now use..." category for anchoring the usage items and "I feel..." for soliciting general items. (RL)

Argues that putting children in the questioning role in a discussion leads them to higher levels of thinking. Describes several methods designed to stimulate question creation. (FL)

Writing conferences enable student writers to get feedback and make improvements as they write. Both teachers and students see writing as an evolving process rather than as a unalterable product to be corrected. Tips on how to manage conferences and examples of their use with students are given. (PP)

Shows how a scale of questions can be used to develop and assess children's ability to comprehend information presented through different modalities and media. The scale's five levels, which indicate increasing difficulty in comprehension, are association, classification, seriation, integration, and extension. (Author/DB)

Techniques for initiating good discussion in class include: examining goals and values, noting concrete images in text, generating questions among students, finding illustrative quotations, small group discussion, generating truth statements, forced debates, role playing, non-structured scene-setting, and eliciting opinoins of the text. (MSE)

Stresses the virtues of one technique and the limitations of another technique for focusing on a writing topic. (RL)

Suggests six verbal techniques, other than direct questions, by which a teacher may promote classroom discussion: declarative statements, declarative re-statements, indirect questions, imperatives, student questions, and deliberate silence. (SJL)

Notes how the wording of questions can affect the results of surveys and questionnaires. Suggests activities to help students become critical listeners, viewers, and readers. (RL)

Examines samples of classroom discussions about reading passages, showing how they can be student and text centered with the teacher operating as a careful facilitator. (JT)

The two-phase study was designed to (1) create a means whereby preservice teachers could lengthen the time they allow for a student to respond after posing a question; and (2) to study the relationship of want-time as an independent variable and dialogue measure, as a dependent variable. (RE)

Tests the effectiveness of three training methods as self-training materials in modifying questioning behavior including wait time of Thai high school chemistry teachers. Concludes that studying pamphlets and qualitative listening to audiotapes improves questioning; pamphlets study also improves wait time. (CS)

Presents transcripts of three English classroom discussions in New South Wales that reflect different degrees of teacher control; includes data indicating the amount of student involvement in 30 lessons in six schools. Notes that teachers frequently deceive themselves about the nature of their discussion lessons and the proportion of pupils…