College students read a text either with or without inserted questions. Question groups performed better, relative to controls, on post-test items that repeated inserted questions, and on new post-test items from the same categories as the inserted questions. A selective attention interpretation of the effect of inserted questions was made.…

An outline of eight types of questions that teachers can use to maintain focus on their subject matter in values/moral education. (Author/MLF)

Concludes that the training of elementary school teachers to increase the frequency of oral questioning behavior in ethnic group students diagnosed as weak in oral communication increases the oral expression of those students. (FL)

This description of the teaching approach of Henry Schaefer-Simmern emphasizes his use of questioning to evoke student self-evaluation and to develop clarity of vision and interfunctional unity in students' art products and their mental, artistic conceiving. Two case reports of his work with elementary students are included. (Author/SJL)

In seven experiments, college or high school students studied texts containing either adjunct application or adjunct factual questions. Students were then tested for their ability to apply the presented concepts. Results suggested that the type of adjunct question had little influence on students' later ability to apply presented concepts.…

Presents a guide for conducting investigations of housing discrimination complaints. Outlines interview questions, documentation procedures, procedures for establishing proof of discrimination, and evaluation techniques. (MK)

Analyzes ways to lead group discussions of literature. Offers suggestions on what questions to ask and how to keep the discussion a stimulating experience for the participants. (RL)

Provides a writing assignment that introduces the use of an invention heuristic to students of middle school age. Illustrates the use of the assignment with the prewriting and in-class essay of a nine-year-old student. (RL)

Methods developed by Rothkopf; McConkie, Rayner and Wilson; McGaw and Grotelueschen; DiVesta and Rickards to assess prose processes produced by adjunct postquestions are reviewed. The processes are: specific backward; general backward; specific forward; and general forward. (MH)

Describes two studies which attempted to determine whether or not generating good comprehension questions while studying prose material was an effective study technique. Students taught to ask main-idea questions generated better questions, and self-questioning during study appeared to be more effective for lower than for higher verbal ability…

Two experiments examined the kinds of questions asked by male and female undergraduates identified as relatively creative and relatively noncreative. (CM)

College students read two passages. Four groups answered questions requiring either a summary, a new example of the concept, a list of critical attributes of the concept, or identification of a new example. The "identify post-question group" showed the greatest accuracy in classifying new examples. (Author/MH)

Describes the development and field-testing of an interaction analysis instrument that focused on language usage and discussion skills development. Also presents background information related to such interaction analysis instruments for use in linguistically/culturally different settings and a rationale for development of effective teacher…

A survey done properly by accepted and scientifically justifiable techniques can provide information on behalf of the goals of institutional advancement in academe. Deficiencies in institutional research are seen as the result of the lack of guidance on survey design, questionnaire construction, or problem definition in education research texts.…

Three studies assessed children's knowledge of the wh question modal auxiliary placement rule by asking the children to imitate (and in Study 3 judge) grammatical and ungrammatical model wh questions. (Author/MP)