Selected results from the research completed under the Effective Teacher Education Program is presented, and ways are explored in which this research can be applied to teaching. (MM)

The need for mastery of question forms by the English language learner is discussed. A system of techniques for use with a group of intermediate young adult learners familiar with question patterns but lacking oral practice is suggested. (RM)

This intervention study evaluated the effects of using two types of explicit instruction, curriculum maps and guided questions, compared with simple reviews or repetition to teach core curriculum content to high school students with learning disabilities in a group instruction format. A repeated measures research design was used with six groups of…

Students who visit writing labs are often inexperienced writers who need help and even prescriptive teaching. Although some compositionists are leery of including prescriptive help among possible teaching strategies, the writing lab tutor's position as advisor rather than judge helps students accept the suggestions as the options they are. As…

Several informal studies investigating what teaching methods lead to developments in critical thinking skills among elementary and secondary students suggest that students themselves may be the best means for teaching students. A researcher and a second-grade teacher, reflecting on three years of collaborative research, found that students are…

This book aims to make a genuinely new contribution to the teaching of classic and contemporary literature in high schools--a system of teaching English that achieves classroom control through engagement and interest in content. The questions posed in the book help students build a kind of mental muscle for reading challenging texts and, what is…

Studied relationships among questioning lapse time'' and the cognitive levels of teachers' questions and youngsters' responses, using Bloom's taxonomy and tape recordings in student teaching. Concluded that teachers' questions above the memory level could serve as a mechanism for promoting youngsters' learning at higher cognitive levels. (CC)

An overview of the materials and exercises on the American Revolution notes the format and materials offered in this issue and emphasizes teacher use of organizing concepts and questions. (KM)

The purpose of this study was to investigate the effectiveness of microteaching in developing the actual classroom use of twelve questionning skills when used immediately prior to a student teaching experience. (Author)

Studies effects of verbal participation during enquiry on achievement among three differently treated groups of four eighth-grade classes each with I.Q. test, reading test, sociometric, and academiometric results taken into account. Indicated the preference of strategies involving more students, particularly more girls, in class discussion. (CC)

This study examined the effects on the long-term retention of incidental and relevant material of prequestions of high and low arousal potential. (Editor)

Some second thoughts about the manager's handbooks'' developed in the great curriculum projects of the early sixties, based on two years of controlled study. (Author)

Questions that come before the relevant material seem to affect attention only, and questions that come after the relevant material seem to affect retention or rehearsal only. (Author)

The keynote address given at the Law in American Society Foundation Annual Conference is reprinted from Law in American Society, v1 n1 p9-16, May, 1972. (JB)

Describes a laboratory-based, individual-progression, introductory physical science course designed for elementary education majors and for meeting general education requirements. The course is designed to examine how we know and why we believe" and to convey some sense of the nature, successes, and limitations of scientific thought." (AL)