Examined the influence of cognitive complexity and client observation on the quality of clinical hypotheses counselors develop and the number of questions generated to test them. Results showed no effect of these variables on hypothesis quality; but a significant interaction between client observations on the number of questions developed. (LLL)

Concludes that the reciprocal student-teacher questioning procedure was more effective in developing interpretive reading abilities than the unilateral teacher questioning procedure. (Author/RB)

A study was conducted which indicates that the Rothkopf adjunct question paradigm might be effectively employed in a remedial reading setting. (Author/ER)

This original contributed book will become an essential text for those teaching Ethnography, Research Methods (qualitative emphasis), applied sociology, and related subjects across Canada. Chapters in the first section of this volume consider the merits of qualitative research, profile interviewing strategies, and discuss the relationship to…

Teachers need to be able to ask quality questions in the teaching of reading--questions to assess student comprehension and to clarify content, questions to enable learners to engage in higher levels of cognition such as creative and critical thinking, questions to help students engage in meaningful reading experiences and become lifelong…

This book identifies the teacher's role and provides guidance on the motivation of students, teaching strategies, questioning techniques, and the assessment of student learning for effective teaching. Chapters include: (1) "Why Science? What Science?"; (2) "Bringing Children and Science Together"; (3) "The Right Question at the Right Time" (Jos…

Article focused on the real heart of curriculum determinants with the accent on student and teacher interaction. (RK)

Reports a survey of reporters on larger newspapers showing a substantial difference of opinion on the use of tape recorders, note-taking, and off-the-record intereviews. (TO)

The purpose of this article is twofold: (a) to report an attempt to replicate previous findings on the effects of adjunct questions in written discourse and (b) to discuss possible extensions of previous research on the retention effects of adjunct questions, based on current data. (Author)

A look at an experiment using prose in which questions are categorized as 1) active; or 2) passive. (HB)

Affective skills, says the author, are too often overlooked when sizing up a potential teacher. Some helpful interview techniques are outlined here that can clarify an applicant's attitudes toward both himself and children. (Editor)