Presents a teacher questionnaire on the effective use of questions in the classroom and examines why, when, how, and what kind of questions teachers ask. Also discusses ways in which teachers respond to students' answers. (KC)

The interrogative strategies of 20 institutionalized mentally retarded young adults and 38 nonretarded first and fourth graders were investigated using a 20-questions-type task. (Author)

An annotated bibliography intended to add to the advancement officer's understanding of the survey (its design, techniques, and uses) is provided. (Author/MLW)

Shows how a teacher's questions and responses have positive impact on student comprehension. (MKM)

Urges teachers to let students read without quizzing them about every sentence or every book they read. (DD)

Compared six experimental conditions to determine whether specific formats of interrogatives would be instrumental in inducing the generation of effective verbal mediators for 30 nonretarded and 60 educable mentally retarded children. (Author/JMB)

Specific activities are provided for secondary social studies teachers to use in the classroom to teach open mindedness. Students fill out questionnaires, read short hand outs, and are involved in classroom discussion. (Author/RM)

Within the context of the public forum of the political media interview, this study tests the hypothesis that women avoid answering questions less than men and examines the gendered use of avoidance strategies. Findings reveal a gender difference with women using significantly more preferred answers than men. (20 references) (Author/CK)

Discusses two separate attempts (a summer institute plus follow-up sessions, and a semester course) to help practicing teachers learn how to ask questions that promote student thinking. Finds that it takes time, practice, reflection, and support for teachers to learn how to ask good questions that facilitate learning--and that it is worth all of…

Focuses on the instructional development of a professor of environmental engineering in collaboration with science education and higher education faculty members. Discusses the results of professional development in the areas of questioning strategies, thinking time for students, facilitating students' participation, and implementing…

Analyzes and reviews research related to interviewer and applicant questioning processes in the employment interview. Examines (1) constraints and antecedent factors associated with asking questions in the interview; (2) characteristics of interview questions; (3) and the consequences or outcomes of questioning. Discusses pragmatic implications…

Immediate factual learning performance of profoundly deaf postsecondary students was compared as a result of pre-, post-, or no adjunct questions interspersed throughout a passage of prose. Although prequestions yielded the highest learning performance for low ability readers, postquestions resulted in significantly greater learning performance…

Provides an overview of recent advances in the study of the psychology of question answering, with particular emphasis on the ability to answer questions about coherent spoken and written messages. Examines the components of question answering, employing strategies, memory search, and comparison operations. (SR)

Examines whether writing in combination with reading prompts more critical thinking than either activity alone, or either activity combined with questions or with a knowledge activation activity. Finds students who both wrote and read made more revisions (prompted by more critical thinking) than students in other treatment groups. (RS)

The effects of two instructional methods on the questioning strategies of 40 10- to 12-year-old learning disabled children were investigated. Results indicated that both the question formulation instruction and the cognitive modeling/self-verbalization instruction were effective in improving their questioning concerning novel problems. (Author/DB)