Research on classroom questioning by teachers is reviewed from a sociolinguistic perspective, focusing on context, content, and responses and reactions by speakers. It is argued that research on questioning has generally failed to recognize that classroom questions represent mutual constructions of teachers and students, rather than solely teacher…

Shares results of a predrafting activity for tenth grade composition students centered on the concept of the common good. Asks students to generate questions for an interview with a state representative and his opponent in the November 1988 election in preparation for writing essays. (MG)

The article stresses the importance of a creative, supportive classroom environment for the identification and nurturance of children's talents. Guidance is given for questioning techniques, cooperative learning approaches, and fostering the independence of each learner. (Author/DB)

Describes the use of student-generated questions to enhance learning in a freshman-level communication skills course. As class exercises, students were asked to develop questions about an assigned reading, to analyze the questions, and to map the questions to identify important textual elements and various levels of thinking about the text. (DMM)

Rather than asking students whether they have any questions, four alternative strategies can help teachers ensure that students know the material presented. The checking for understanding strategies, which include shadowing, choral responding, reiteration, and group alerting, provide teachers with feedback about student understanding. (SM)

In a study of questioning formats, children and adults answered spelling questions in an open-ended condition or one of two close-ended conditions where options were likely or unlikely. Participants presented with unlikely-response options generated their own responses more often than participants presented with likely-response options. Children…

This study investigated success in responding to naturalistic conversational questions by six young adults with autism, using a quantitative discourse analytic method. Four types of questions were identified: more than seven words in length; multiclausal; requiring inference; and indirect requests for information. The prediction that…

Suggests the Book Chat model, which emphasizes subject-related, process-oriented learning principles, be adjusted to accommodate two aspects of change in literary practice: the selection of texts for literature programs; and the influence of critical-literacy theory on the way teachers question children about what they read. (NH)

Presents relative historical events responsible for bringing about the need to use treatment methods capable of delivering low-cost, quality mental-health services and reviews current literature supporting this need. Discusses the Solution-Focused Brief Therapy Model as a means of service delivery. Includes examples of its application. (Author/MKA)

Details a study of secondary science teachers (N=8) and their questioning strategies. Identifies and describes commonly used teacher responses to student questions in the secondary science classroom. Contains 39 references. (DDR)

Examines observations and research on question-answer interaction between client and therapist, and teacher and student. Discusses Patton's six-question instrument which provides categories of question options, with application for the art therapist. Argues that effective formulation of questions provides the clinician, educator, and researcher…

Examines the effects of investigative, open-ended, and inquiry-based labs on students' ability to ask high-level and open-ended questions. Recommends combining direct instruction in questioning with increased background information to improve students' questions. (Contains 19 references.) (YDS)

Perceptions of 1,615 college students of their teachers' support of student's questioning were examined in 2 experiments. Perceived support had significant and consistent relationships with student motivation and strategy use typical of self-regulated learners. It also appeared to affect the likelihood of student questioning. (SLD)

Discusses the incompatibility of fast-paced questioning techniques and inquiry-oriented science instruction. Encourages increasing the time allowed for students to construct responses to teacher questions, and utilizing a system of rewards and punishments that supports students working out their own ideas with experiments. (DDR)

This article discusses using questioning techniques for encouraging purposeful inquiry among gifted students in elementary grades through college levels. A variety of questioning strategies is recommended, focusing primarily on the higher end of Bloom's taxonomy to engage students in higher level thinking. A classroom example is provided.…