Develops a conceptual base for analyzing the literature on interviewing for its usefulness to the reference interview. Four holistic dimensions of the reference interview are identified and discussed in relation to interviewer decisions and other factors not directly controlled by the librarian. There are 18 references. (Author/RAA)

Discusses the role that inquiry should play in social studies. Inquiry, which should be used in conjunction with expository techniques, can teach and reinforce valuable concepts and skills. (RM)

Describes an approach to teaching undergraduate psychology which gives students continuous feedback on their understanding of textbook content. Students answer written questions on each paragraph in their textbook and are tested five times during the semester using questions identical or similar to study questions. (AM)

Suggests that teachers should view corrective feedback as a constructive reaction to students who answer questions incorrectly and presents examples of how corrective feedback techniques can be used in social studies classes. Stresses that, in order to benefit from corrective feedback, students must focus their attention on the cognitive…

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Notes briefly the major obstacles to effective questioning (repeating questions, answering one's own questions, repeating student responses). Describes effective questioning techniques, including the use of probing questions that build toward clarification and correct response to the original question. (RL)

Advocates studying classical rhetorics and rhetorical theorists in terms of the questions asked rather than just the answers given. (RL)

Reviews materials in the ERIC system dealing with teachers' questioning behaviors. (HTH)

Discusses problems associated with and offers suggestions for structuring, validating, and monitoring the interview process. (Author/WD)

Provides six rules for an instructional technologist (IT) to follow when meeting with a subject matter expert (SME) to aid in starting the meeting, asking the right questions, and keeping the meeting on track. (CHC)

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

The experimental effect of low inference teacher clarity variables and cognitive level of questions on student achievement was determined by means of a randomized two-way analysis of variance design. Neither the main effect of cognitive level of questions on achievement nor interaction effect was significant. (Author/GK)

Describes a film study program to help students open up to the beauty that exists around them. Notes that key ingredients of the program are a linkage between the films shown and the asking of probing questions. (RL)

Survey validity is seen to be dependent on a high rate of response. Practical advice from successful National Geographic Society surveys is provided including presurvey contacts, postsurvey follow-ups, incentives, and letters and questionnaires designed to encourage response. Response bias is not seen as insurmountable. (MLW)