Offers suggestions for improving teachers' techniques for questioning students, such as ceasing to ask leading questions or questions that require only a yes or no answer and instead asking questions that require deeper thought. (JC)

Describes various modifications of query formulations, or moves, made by experienced online searchers to improve search results. Operational moves that modify query formulation while keeping meaning of query components unchanged and conceptual moves that change meaning of query components are described; all moves are then related to search tactics…

This study examined whether reference questions based on the text-linguistic structure of scientific literature would enable users to express their information needs effectively. Subjects with similar levels of topic familiarity completed online search forms that used open, bibliographic, or (text-linguistic) structural questions. Questions based…

Forty teachers of special education students were observed during academic instructional periods to analyze the role of teacher questioning. No differences were indicated in the extent to which questioning was used in classrooms for emotionally handicapped, learning disabled, or mentally retarded children. Results are discussed. (JL)

Presented are the purposes served by mathematical investigation--the exploration of open situations in a relatively unstructured way--and an example (investigating numbers adding to 13), with numerous questions and conjectures. (MNS)

Examines the effects of direct instruction in finding the main idea of an expository text, and in monitoring reading comprehension using self-generated questions based on main ideas. Reports that reading comprehension improved with direct instruction in main idea and question generating. (MM)

Evaluates Phil Ritchie's research report (same issue) on the effects of direct instruction in finding the main idea of expository texts and using self-generated questions to monitor text comprehension. Points out that the most successful teachers of comprehension are teaching comprehension skills directly. (MM)

Suggests and discusses several strategies for helping students become better problem solvers. (PK)

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Differences in cognitive and interpersonal characteristics between good problem solvers and good problem posers (inventors) were examined with 35 ninth graders. Good problem posers were more field independent and had a more positive self image than problem solvers. (DB)

Reviews the ReQuest model of teaching (Manzo, 1969), a sequential approach to reading which flows from predicting what a passage will be about to structured questioning by students and teacher. Reports the results of a study (n = 15) of the effectiveness of this procedure in a juvenile corrections setting. (JDH)

Structured empathy training was found to (1) cause significant changes in pharmacy students' ability to respond empathetically to clients and (2) reduce evaluative, falsely reassuring, and questioning responses. The advising response was found to be most resistant to change. The stability of the changes over time was not documentable. (MSE)

These guidelines for parent/child conversations focus on television viewing as an opportunity to share perceptions, learn from one another, and develop moral values. Highlights include specific questions parents can ask while watching almost any television program and the kinds of issues that can be considered. (MBR)

Describes a comprehension questioning strategy, based on R. Stauffer's Directed Reading-Thinking Activity, that enhances students' use of reasoning on the basis of prior knowledge. (FL)

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)