Examines the traditional and prevailing view that teacher questions are effective stimulants to student thought. Through an examination of research, practice, and theory related to question use, the author develops a counterargument that questions inhibit thought and discussion, or at least do not stimulate student participation. (RH)

Research showed that prequestioning activities did not aid students' reading comprehension. (MKM)

Categories of questionnaire response sets and the ability to interpret response differences as related to soliciting student attitudes. (DAG)

The role of test-teach questioning in helping developmentally retarded children understand basic concepts is discussed, and applications to child-clinician interactions are described. (CL)

With the encouragement of parents and teachers, many young people would raise more questions than they typically do about nature. Examples of questions about animals which might lead to creative, thought-provoking discussions and explorations are offered. (CB)

Presents a set of standard questions to be used to help administrators identify effective teachers during the interview process. Includes three figures, one a teacher interview rating scale. (Author/MD)

This study examined how students' perceptions of silhouette drawings of various weights would change when descriptors of Likert-like endpoints describing heavy and thin weights were changed. Subjects were 211 college students who completed one of five forms of a questionnaire differing only in endpoint descriptors. Results are discussed. (MT)

The article examines children's requests for clarification (RQCLs) in sections on the development of RQCL behaviors in normally developing children, the use of RQCL behaviors by language-impaired children, evaluation of language-impaired children's use of RQCL behaviors, and facilitation of language impaired children's use of and response to…

The article examines four question-asking practices that prevail in school: maximizing higher level questions, translating identified weaknesses into questions, using questions to create a shared context, and using questions to avoid explicit criticism. (CL)

Examines the sources of teachers' questions, as well as the type and quality of questions they ask in different reading groups. (FL)

Learning disabled children ages 8-11 may need help to request clarification of speakers (an intergral part of everyday conversation) through activities designed to increase their facility with question forms and improve referential communication skills. (CL)

When guiding students in oral history projects, teachers should consider possible subjects, materials needed, questions and practice interviewing, contacting and interviewing, and transcribing and reporting. Each of these areas is discussed. (RM)

Qualitative research is a type of research process that is widely used to give people a voice while researching a particular subject matter. In using this research process, one must understand how important it is to develop research questions within the qualitative research process. The purpose of this article is to aid researchers in the…

The effects of questions of different cognitive levels were investigated in four undergraduate classes involving a total of 80 students. Previous research suggested that questions may distract students from a lecture, and that students felt more confident about responding accurately to low-order questions. These results do not support previous…

The main advantage to the twenty-question technique is that it can be extended to low-redundancy material, which previous methods could not measure. (Author)