Characteristics of questioning seen as vital to good techniques are discussed. Questioning is noted to have been recognized as vital in language arts for many years. It is maintained that good techniques are just as valuable in mathematics and are a teacher's best tool to ensure involvement and individual success. (Author/MP)

Describes a study demonstrating that it is possible to train primary grade children to generate questions for themselves while reading short stories, and that the process of generating questions will enhance comprehension. (FL)

Describes a teaching strategy in which teachers ask questions that help students activate their existing knowledge about a text to be read in order to facilitate the learning of new concepts. (FL)

A physical diagnosis course is described that introduced an interviewing segment with patient simulation at a medical school where medical interviewing or communications skills were not in the required curriculum. Physicians' responsibility for the quality of the physician-patient relationships was stressed. (MSE)

An Iowa study examined whether increased medical knowledge affects medical students' interviewing skills in each or any year of medical school. Results suggest interviewing skills are not affected by increased knowledge about medical conditions but can be improved with technique training. (MSE)

Discusses methodological issues in paper-and-pencil measuring instruments applicable to the assessment of attitudes toward women, men and a variety of gender-related issues. Commonly used questionnaire formats are critiqued and the limitations of heterogeneous scales explored. Presents recommendations for the construction of scales that predict…

Reviews the historical underpinnings of dream theories and suggests that discussions of dreams in counseling can aid in setting up and maintaining therapeutic contact with clients. A number of theoretical positions on the function of dreams are discussed. Specific dream counseling techniques are also delineated. (JAC)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Reveals how teachers can direct their students to experience history as a process through active questioning, searching for meaningful answers, and especially by tapping readily available and vivid resources in the immediate community. (NEC)

Four-year-olds succeeded in making comparisons between sets of objects when comparison questions called for comparing set with set or subset with subset. However, when comparison questions called for comparing set with subset, the children failed to complete such tasks successfully. (Author/DB)

Describes the unorthodox methods used by one teacher to make reading fun and necessary for his students. (FL)

A comparison of comprehension questions in teachers' manuals for two meaning-based basal series with two decoding-based linguistic/phonic series found that individual series types maintained their philosophical integrity in their approaches to questions. (FL)

In an examination of methodological issues involved in interviewing retarded persons, alternatively worded or structured questions were embedded in interviews with 52 severely, moderately, and mildly retarded institutionalized children (11 to 17 years old). (Author)

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Discusses biology education and the back-to-basics movement. Includes discussions on the improvement of test scores, the need for objectives, and solutions to the current back-to-basics dilemma. (MA)