The author recommends nonrestrictive questioning as one technique of provoking thought. (Author/JB)

This report describes a particular approach to sex education, the purposeful solicitation of questions on sex from the students by the teacher. Its value is two fold: (1) concrete documentation of the details of student concern in sexual matters; and (2) facilitation of the actual educational process in ways beneficial to both teacher and student.…

Those techniques and procedures necessary for the successful use of the inquiry or inductive method are presented and examples given of their use in the teaching of U. S. History from original resource materials. (EJS)

Research performed pursuant to a contract with the U.S. Department of Health, Education and Welfare, Office of Education.

Reports that good comprehender performance was superior to poor comprehender performance on general lookback use, on differentiation between text-based and reader-based questions, and on text sampling. (AEA)

In response to a challenge that those concerned with communicative competence find an alternative to the traditional comprehension question, it is proposed that the tables be turned and the student be encouraged to initiate questions. This technique would require a change in classroom atmosphere, student role, and sometimes, teacher attitude. (MSE)

A course to help dental students learn techniques of putting fearful patients at ease includes use of physician-patient interviews in a clinical setting, patient reviews of the taped interview, interview evaluation, student-instructor conferences, and group discussion, followed by an actual treatment session and review discussion with the patient.…

Discusses research strategy and data collection methods in field studies of unapprehended illegal immigrants living in the United States and suggests ways to increase the reliability and validity of interview responses. Also provides a bibliography of recent field studies of undocumented immigrants. (Author/GC)

Reports a qualitative analysis of classroom discourse in which use of questions by science teachers is assessed in terms of arguments to establish scientific knowledge claims. Questions are analyzed not for form/frequency but for their function in developing arguments that establish claims rationally. (Author/JN)