Teachers can help students make relevant considerations by (1) asking appropriate clarifying questions which stimulate students to reflect on their own and others' values and the ethics of their positions and (2) using preplanned values activities such as brainstorming, rank orders, continuum, and lists. (RM)

Conceptualizes five different types of information seeking expressions identified by an analysis of a sample of such expressions (i.e., questions, requests, statements, commands, and truncated expressions) and discusses the implications of the resulting distinctions for practices in information retrieval. Two recommendations are offered to improve…

Determined relative effects of rhetorical, factual, valuing, and hypothesizing question types when these questions were interspersed throughout the reading passage in textual materials for students (N=383) in introductory biology. Reported results are based on a 20-item test given immediately after reading the passage, 2 weeks later, and 9 weeks…

Maintains that massive amounts of authentic input is the only way to approach listening comprehension in a foreign language classroom. Suggests listening exercises designed to enhance students' expectancy and to teach them to extract high-information items from a natural and redundant environment. (SED)

The questions that teachers ask students are often not the best types of questions for initiating an art dialog. Classroom discussions require an open atmosphere and properly constructed questions. Examples of effective and ineffective types of questions and appropriate and inappropriate teacher responses are provided. (IS)

A review of suggestions for curriculum materials and guidelines by different authors and educational groups shows general agreement that inquiry teaching is the most effective method for teaching social studies. Questions are offered as a way of improving social studies curriculum materials and the quality of learning and teaching. (IS)

Three moderately retarded 12-14 year olds participated in a program of responsive questioning designed to help them learn through regulation of their cognitive and linguistic performance. Exerpts from the sessions illustrate the value of the approach in making the transition from other to self regulation. (CL)

Cites evidence that indicates if a lecturer pauses at least three times during a lecture for two minutes and has students compare notes, student retention of the lecture material will be increased. Explains another form of pausing called wait-time employed in discussion situations. (GS)

This book is a comprehensive guide for parents, teachers, and all caretakers on the often overlooked but pervasive issue of bullying in American culture. Written by a school counselor, who has worked with parents and teachers, this issue first-hand, and her daughter, who still remembers her own days of experiencing and witnessing bullying; the…

The authors discuss their use of Appreciative Inquiry coupled with Circular Questioning to create what they have titled a Conversational Space. They discuss their experiences using conversational spaces in several venues across their campus: in classrooms, in campus-wide faculty discussions, and in informal and formal student and faculty…

Advice on teaching inductively by questioning students. (CH)

Four popular inquiry models using the theme pollution, developed by Bernice Goldmark, Charlotte Crabtree, Barry Beyer, and Maurice Hunt and Laurence Metcalf are described and analyzed according to the following guidelines: 1) Identification of the components of the model, 2) Statement of the author's rationale for the model, 3) Interpretation of…

The present study attempted to replicate the finding (Frase, 1973) that different organizations of a passage produce different levels of recall and also to determine if relevant learning might be less subject to these organizational effects than incidential learning. (Author)

Directed Reading Thinking Activities and Reflective Reading Thinking Activities are compared, with examples showing how each technique generates classroom discussions. (RB)