Evaluates junior high students' understanding of certain aspects of the particle model of matter using a Piaget-type interview. Approximately 70 students from grades seven, eight, and nine in several midwestern schools in the U.S. were interviewed. (HM)

This look at the interview technique in small groups shows how students can be better involved in the questioning process itself by emphasizing skill-getting and skill-using in a natural setting. (Author/RM)

Mathemagenic ("giving birth to learning") activities include using supplemental questions and explicit objectives as aids to learning from reading materials. This review of literature about those two mathemagenic devices develops four conclusions about their use by classroom teachers. (RL)

Describes a successful summer institute utilizing videotaped microteaching and Flanders Interaction Analysis to help 14 community college professors improve their methods of interacting with students. (DC)

Discusses the benefits of discovery learning, as opposed to a direct, lecture method, and offers 10 discovery strategies, such as playing 20 questions, using the Socratic method, and problem solving. (JC)

Involving students in the planning, use, and assessment of their own questions can help them realize that they can control the direction of their own learning. A sample lesson involving a class of middle school students in a study of Canadian culture and national unity is presented. (RM)

Argues that teachers can easily structure social studies lessons to enhance students' thinking skills by using carefully structured focus questions. States that such questions--often beginning with such words as "is,""could,""should," does," and "can,"--go beyond asking for simple recall of facts or shallow explanation, to requesting the solution…

This study sought to determine the effects of an instructional pause procedure on the verb identification performance of eight 8th- and 9th-grade students with severe behavior disorders. Seven of the students showed improvements of 14 percent to 29 percent, and significant generalization to student-generated written work was also demonstrated.…

Two experiments challenging the value of training social workers in nonverbal interviewing skills found that (1) trained students placed less value on both responsiveness and unresponsiveness, (2) untrained students' interview reactions are more predictive of client reactions than trained students', and (3) clients do not value responsive over…

Twenty-two undergraduate student teachers participated in a question-answer strategy training program. This study evaluated the effects of that training on teacher questions and learner responses. Methodology and results are reported. (JL)

Factors identified during an earlier study were used to ascertain features of the stress experienced by mothers of school-aged children with Down's syndrome, other mental retardation, autism, or double (mental and physical) handicaps. The utility of these stress patterns, efficacy of other factors not used, and interview methods are discussed.…

Three 11-year-olds with difficulties in reading comprehension received self-instructional training along with task worksheets and stories. Compared to control children, the experimental students achieved increased accuracy on classroom comprehension questions, and the increase was maintained during a subsequent self-management phase. (Author/JDD)

Suggests that, although questions are often used to help students or stimulate student thinking, questions can also be used to help evaluate student thinking and attitudes about problem solving. Sample problems and questions are given. (PK)

Indicates that adding large amounts of supportive information to basal reader stories increased children's story understanding and enhanced their interest in the stories, but had no effect on reading rate or the amount of important information included in story retellings. (FL)

Examines teachers' decisions to make adjustments in their preplanned discussion routines to better facilitate students' comprehension of previously assigned content area materials in terms of how texts figured into those decisions. (FL)