Examines the abilities of 50 children (10 each at ages 6, 8, 10, 12, and 14 years) to produce tag questions. Of particular interest was the determination of whether or not constituents of a correct tag are acquired at different ages. (MP)

Reviews recent literature concerning the job interview. Concludes that such interviews are generally ineffective and proposes that school administrators devise techniques for improving their interviewing systems. (FL)

Identifies the types of questions in standardized reading tests to reveal whether the tests cover various comprehension skills and measure students' growth in higher skills from year to year. (AEA)

The meta-analytic technique was used to synthesize experimental research findings on the relationship between level of teacher questioning and student achievement. Results show that gains in achievement can be expected when higher cognitive questions assume a predominant role during classroom instruction. (Author/GK)

Develops a conceptual base for analyzing the literature on interviewing for its usefulness to the reference interview. Four holistic dimensions of the reference interview are identified and discussed in relation to interviewer decisions and other factors not directly controlled by the librarian. There are 18 references. (Author/RAA)

Discusses the role that inquiry should play in social studies. Inquiry, which should be used in conjunction with expository techniques, can teach and reinforce valuable concepts and skills. (RM)

Describes an approach to teaching undergraduate psychology which gives students continuous feedback on their understanding of textbook content. Students answer written questions on each paragraph in their textbook and are tested five times during the semester using questions identical or similar to study questions. (AM)

Suggests that teachers should view corrective feedback as a constructive reaction to students who answer questions incorrectly and presents examples of how corrective feedback techniques can be used in social studies classes. Stresses that, in order to benefit from corrective feedback, students must focus their attention on the cognitive…

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Notes briefly the major obstacles to effective questioning (repeating questions, answering one's own questions, repeating student responses). Describes effective questioning techniques, including the use of probing questions that build toward clarification and correct response to the original question. (RL)

Advocates studying classical rhetorics and rhetorical theorists in terms of the questions asked rather than just the answers given. (RL)

Reviews materials in the ERIC system dealing with teachers' questioning behaviors. (HTH)

Discusses problems associated with and offers suggestions for structuring, validating, and monitoring the interview process. (Author/WD)

Provides six rules for an instructional technologist (IT) to follow when meeting with a subject matter expert (SME) to aid in starting the meeting, asking the right questions, and keeping the meeting on track. (CHC)