Briefly explores logical analysis and empirical research related to the nature of reading and listening comprehension. Formulates an instructional framework to account for comprehension levels and competencies, giving attention to questioning strategies of value to the practitioner in the classroom. (Author/RK)

Teaching active comprehension helps students learn to ask their own questions and guide their own thinking. (MKM)

Attempts to propose a cognitive process model of problem finding, operationally define problem finding, and to present empirical evidence for the proposed model. (Author/RK)

Identifies some aspects of teacher-student interaction during inquiry learning. These include treatment of students as investigators, inductive use of evidence, awareness of the incomplete nature of individual bits of data, internalization of facts, and the facilitating role of the teacher. (Author/AV)

Contends that history is a discipline with a great potential which could be exploited in the service of art education. Proposes that this potential be tapped by extending our notions of the educational functions of history and our conceptions of what past events might be seen as historically significant, and by learning to recognize historical…

Randomized response measurement techniques have been proposed to overcome subject unwillingness to answer embarrassing or threatening questions truthfully. Many of the applications to date have dealt with health-related issues. This article demonstrates the application of the unrelated question randomized response design with one such question.…

A workbook for library instruction was revised using computer-generated examples selected randomly and tailored to six general subject areas. The new version (1) increased the challenge to students; (2) improved student attitudes; (3) increased contact with reference staff; (4) reduced possibility of sharing answers; and (5) was easier to update.…

In order to determine whether the institution is a good match for a learning disabled college applicant, the admissions counselor needs to ask appropriate questions concerning the student's academic survival strategies. (MSE)

Research shows that most school districts lack established policies for selecting teachers or administrators. This article, based on a study of concurrent validity between performance on the Administrator Perceiver Interview and in the NASSP Assessment Center, shows that the two approaches provide different information concerning prospective…

To help Florida schools select principals most likely to contribute to school improvement, Development Dimensions International conducts three-day workshops featuring the Targeted Selection Interview process. Using past behavior to predict future performance, interviewers systematize selection elements, identify job dimensions, employ effective…

Indicates that communication students may not develop a particular skill because there are not enough courses to give attention to all the details. Presents techniques for developing the important skills journalism students must develop. (JK)

Provides brief description of how a list of questions about professional issues in counseling psychology is used as an adjunct to a seminar taught at Auburn University in Auburn, Alabama. Rationale for a seminar in professional issues is given. Four representative questions for each of several topical areas are listed. (Author)

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Presents personal interviews with Dr. William Lee Miller, a former speechwriter for Adlai Stevenson's 1956 campaign for President; Dr. Robert Turner, a former speechwriter for presidents Harry Truman and John Kennedy; and Mrs. Dorothy Collins, a speechwriter for several key administrators at a major midwestern university. (JK)

Describes a five-step set of procedures for designing and developing instruction that promotes student-teacher interaction and teacher responsiveness. The steps described address instructional content, objectives, questions, boundaries, and entry behavior. (MBR)