Offers advice on preparing for job interviews, highlighting materials to take along, interview conduct, types of interviews (normed, locally structured, unstructured, and committee), interviewing techniques, types of questions, and disqualifying questions. (MLH)

When teachers give students just a few seconds more to think about and formulate their answers to questions, there are pronounced improvements in the quality of the response and in students' and teachers' attitudes and expectations. (Author)

Four categories of questions (requests, recall, discrimination, relating concepts, problem solving) and five categories of feedback (evaluate positive, evaluate negative, prompt, expand, refocus) are described. Planning considerations for exceptional students are discussed. (JW)

Instructional questions, when properly sequenced, can foster student involvement and the development of complex levels of thinking. Most questions posed in classrooms, however, elicit memory-recall responses. It is proposed that art criticism questions be formulated within the hierarchical categories of Bloom's taxonomy. Specific examples are…

This book examines everyday use of questions in elementary classrooms, exploring the range of questions teachers can ask, strategies teachers can use in questioning, and ways that teachers can evaluate the effectiveness of their questions. Section 1, "Why Do We Ask Questions?" introduces the issue. Section 2, "What Kinds of…

The follow-up question is a teaching technique used to probe the students mind and make him think more. It is a way to reap the greatest benefit from participation by students. It also can help handle the bright student. (DS)

This article discusses the results of a survey of 380 elementary teachers randomly selected from 42 schools concerning their classroom practices, opinions, and suggestions of the Inquiry teaching method of Social Studies. (Author/RM)

Five objections to inquiry teaching in the social studies classroom are discussed. (Author/RM)

Describes a plan for promoting student questions for developing students' abilities to ask other than fact questions. (MM)

The most reliable test is the student made or question-test". Suggestions for administering and grading this type of test are presented. (AF)

This report supports the notion that attitude towards a proposed change in policy can be predicted from a knowledge of the desirability and likelihood ratings assigned to the consequences that are associated with a proposed policy change. (Author)

Instructors continually asked lower level and memory questions despite efforts to change their behaviors by encouraging the use of analysis, synthesis, and evaluation questions. (AL)