In this article, the author challenges English teachers of literature to examine applications of reader response theory in teaching reading which posit that readers approach a text from two stances: "aesthetic" (emotional) or "efferent" (literal). The essay presents a case study of pre-service English teachers and adolescents'…

Teachers using interactive whiteboards (IWB) effectively can engage and motivate students with a range of digital resources to explore science's role in making sense of our world and to construct knowledge of key scientific concepts. The case study research described in this paper illustrates how interactive pedagogies in the IWB classroom were…

A study analyzed sample cross-examinations in order to describe the different question and answer types that debaters use. Transcripts of five cross-examinations, which represented a variety of debate experience levels, and which were recorded at a Cross Examination Debate Association Tournament held in the Southeastern region during the 1986…

This paper describes research leading to the development and evaluation of techniques for effectively interviewing children who are witnesses to or victims of crime. The techniques were developed from basic theoretical principles of memory recall that were modified to accommodate the capabilities and limitations of children. The first experiment…

Based on his own experiences, this author has put together a series of questions that would help a candidate for a principalship know whether he wanted the job. (Editor)

Describes a questioning technique for use in foreign language classrooms. (PP)

Three broad categories of comprehension skills (sentence, anaphora, and intersentence syntax) were divided into a total of 55 separate skills. Two different sentences or sentence pairs were written to incorporate each of the structures studied, and a four- or five-sentence paragraph was then written to incorporate each of these. Four question…

This pamphlet is designed to aid teachers, particularly social studies teachers, in improving their classroom questioning techniques. An introductory section notes the importance of effective questioning in the stimulation of thinking and learning. A technique is suggested by which a teacher can measure his question-response patterns by…

This controlled study investigaged the effects of training, with and without feedback, on increasing teachers' higher-order classroom and test questions and improving the correlation between these two kinds of questioning behavior. A Questions Analyzer was used to obtain the data from 12 elementary school teachers in Tennessee. Classroom and test…

Experimental materials designed to increase the proficiency of instructional questionning were utilized by ten juniors enrolled in a social studies methods course at Ohio University during the spring 1971 term. These ten students and a control group of 20, also juniors enrolled in the same social studies methods course, were observed during a…

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are…

Thirty fourth-grade children were exposed in pairs to a series of slides and invited to take turns asking questions. Results showed retention to be significantly better for information acquired through the child's own questions as opposed to the information acquired through the partner's questions. (Author/JMB)

Three experiments were performed in an attempt to integrate ideas and methods developed to study problem solving with those developed specifically to study children's inquiry strategies. (Author/JMB)

Claims "why" questions are asked out of curiosity or criticism. Discusses eight methods of answering (appealing to authority, tradition, popularity, practicality, or feelings, admitting ignorance, turning the question back, and addressing reasons). Argues that "why" sits at the very heart of learning. (SR)