Guidelines that teachers can use to motivate students to generate their own questions for classroom discussion or research are provided. Four general types of questions are identified and described, and specific do's and don'ts to help students become skilled at posing good questions are provided. (RM)

Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Reports a strategy for integrating questioning and essay writing in a course on personality. Students wrote sample essay questions which were then discussed and classified according to Bloom's taxonomy. Rough drafts of essays were discussed in small groups. Ninety percent of the students viewed these activities positively. (Author/JDH)

A study revealed a very high incidence of unrecognized feelings toward the patient (countertransference) and potentially harmful associated behaviors in a group of medical students. Data suggest the need for instructors to teach medical students about the concept of countertransference. (Author/MLW)

According to this study, there was no statistically significant difference in the achievement of groups of students who discussed U.S. history material on a low cognitive level, who discussed the material on a high cognitive level, or who did not discuss the material at all. (Author/RM)

An investigation addressed the comparative impact of two teaching skills upon student achievement and retention. The power of set induction and systematic questioning as instructional tools was reconfirmed by the research. (Author/CB)

To validate their use in a natural environment with realistic learning materials and conditions, the efficacy of adjunct questions was tested in a college biology course with a double-crossover design. Mixed results were obtained. It is concluded that it would be better to make adjunct questions optional. (Author/LMO)

Explains that a good essay question should be as specific in what it asks for as the students are expected to be in their answers. (HOD)

To plan for our future we must consider both change and constancy, but most futurists today pay insufficient attention to constancy. As individuals plan their lives, they must assess their desire for change or constancy in geography, goals, special knowledge, people environments, working conditions, salary, and transferable skills. (IS)

Based on organizational theory, personal experience, and system experience, suggests how new administrators in schools or the private sector can make an important first impression. Explains and justifies a theory and plan of entry that includes key interviews and an action plan based on interview data. Explains entry plan impact. (SB)

Argues that the teachers' role in teaching Shakespeare is to raise questions that will alert the class to the implications in the text. (HOD)

A mystery box activity in which an object is hidden and students are to determine its identity through questioning can be used to develop hearing impaired students' abilities in comprehending and using question forms. A modeling strategy incorporated into the activity led to further skill development. (CL)

Offers suggestions for making questions more effective. Argues that harder questions are not necessarily better. (FL)

Mathematical thinking as a style of thinking that is a function of particular operations, processes, and dynamics is explored. A descriptive model of mathematical thinking is presented and used to provide answers to whether mathematical thinking can be taught and how. (MNS)