Criticizes Benjamin Stein's 1983 article on the historical and geographical ignorance of U.S. teenagers. States that Stein's conception of "social studies as socialization" is flawed. Opposing the simple memorization of facts and dates, Mahood argues for education which teaches students to become questioners who are able to critically examine the…

Developed Question Classification Scale (QCS) to permit more discrimination among types of questions used in marriage and family therapy. Database for development consisted of 503 family therapy questions drawn from tapes of family therapy experts and trainees. Each therapist-initiated question was coded in four ways, yielding a simple,…

Evaluation is a part of political process, but public policy decisions are not always based on evaluations. The following steps should be used to enhance this process: (1) develop policy questions; (2) translate them into evaluation questions; (3) conduct the evaluation; (4) answer the policy questions; and (5) use the results to generate new…

Asserts that teachers should be more aware of including questions and strategies to foster skills in critical thinking and evaluation among students. Presents various metacognitive techniques designed to help students monitor what they know about a reading selection, including the use of semantic mapping, integrating reading and writing…

Suggests that using Bloom's taxonomy of the six levels of cognitive operations--knowledge, comprehension, application, analysis, synthesis, and evaluation--can help instructors formulate challenging questions which guide students' critical thinking skills. (MM)

Nineteen preservice teachers received an eight-week model training course in divergent thinking and questioning techniques for use with young children. Both knowledge of divergent thinking and use of divergent thinking questions with kindergarten children was much greater for the experimental group than for a control group. (DB)

Five experiments were performed to determine whether different amounts of attention were demanded of readers under the following conditions: (1) during the reading of relevant segments of text prefaced by questions; (2) by questions following relevant segments of text; and (3) during the reading of prefatory questions. (LMO)

Analysis of teachers' questions, part of the ORACLE (Observation Research and Classroom Learning Evaluation) project research, is examined in detail. Scarth and Hammersley argue that the rules ORACLE uses for identifying different types of questions involve levels of ambiguity and inference that threaten reliability and validity of the study's…

Describes characteristics of questions in the ethnographic interview setting. Concentrates on the relational aspects of interviewing and on the issues of assumptions, categories, and scope. Applies ideas about questioning in general to work with child informants. (Author/LHW)

Describes types of questions that marketing teachers use to evaluate student knowledge and understanding. Discusses narrow question types which are (1) cognitive-memory or (2) convergent, and broad question types which are (1) divergent or (2) evaluative. (CH)

Techniques for developing a faculty recruitment and selection procedure, including establishing congruent goals, preparing the committee for screening and interviewing, and conducting the search, and for building collegiality within the committee are outlined. (MSE)

Describes three experiments that show that when requesting information, speakers estimate the greatest potential obstacles to compliance and try to overcome them through their choice of indirect, or conditional, requests. In selecting their request, speakers in most situations try to pinpoint the obstacles as specifically as they can. (SED)

Discusses questioning techniques and lists 10 mutuality-enhancing devices, including hinting, simplifying, and making use of hesitations and pauses. (DF)

Discusses several experiential education learning models and explores the concept of "processing" as an integral component of experiential learning. Presents a method of approaching the design of processing activities and makes suggestions for successful use of the method. (SB)

Results indicate that applicants tend to take fairly passive roles in job interviews and that successful applicants (those receiving second interview offers) tend to ask fewer new-information or interview-process questions than unsuccessful applicants. (PD)