Students can benefit from being aware of the processes they use in learning. Teachers can tell students the names of the strategies and the rationale for each and can allow students time to formulate their own questions. Using the Taba method to teach about India is shown as an example. (MLF)

Relates the story of a classroom experience that serves to show what is meant by both primary and secondary acts of reading. Argues that teaching the poem at the point of utterance makes it clear that the poem is not simply an occasion for a set of questions to which students must supply answers. (JD)

Describes an in-class interview exercise that allows the teacher to show proper questioning techniques. (FL)

Prosopography is the investigation of the common background characteristics of a group of people in history by means of a collective study of lives. How the discipline of prosopography can be used to help secondary and college level students understand the nuances of power is examined. (RM)

Techniques that teachers can use to involve art students in the critical examination of photographs are described. Given the opportunity and some guidance, students can and do engage in stimulating thought and talk about the art of persuasive photographs that confront them daily. (RM)

Proposes that the "question" is central to teaching and learning. Suggests that the teacher first formulate objectives and then formulate questions designed to reach those objectives. Lists suggestions for developing questions and general question strategies. (EL)

The story frame approach, in which teachers construct frames that become the focus of children's discussions and written assignments, can help improve educable mentally retarded children's reading comprehension skills. (CL)

Determined the effects of questions on the learning of 55 undergraduate education majors from case exhibits associated with a "walk-through" museum exhibit. The case exhibits contained diagrams, some specimens, a large amount of written material, but no questions. Also compared the effects of experimenter generated questions versus…

Four levels of teacher questioning corresponding to stages in problem solving (i.e., identification, explanation, inference and generalization) were used with three moderate to severely handicapped adolescents. Using a multiple baseline design, students' responses to problem situations were measured across classroom and vocational settings.…

Presents 101 questions in 12 categories (communicating effectively, expressing appropriate feelings, deferring judgment of others, listening, leading others, following others, making group decisions, cooperating, respecting human differences respecting human commonalities, trusting the group, closure) designed to assist experiential education…

Determined if the number of operational questions asked by fifth- and sixth-grade students (N=72) increased by teacher modeling or by practice at writing such questions. One finding is that students experiencing two types of teacher modeling asked more operational questions than students in a control group. (JN)

Describes a districtwide thinking skills program developed by teachers in an Illinois elementary school. (MD)

Teachers can help students make relevant considerations by (1) asking appropriate clarifying questions which stimulate students to reflect on their own and others' values and the ethics of their positions and (2) using preplanned values activities such as brainstorming, rank orders, continuum, and lists. (RM)

Conceptualizes five different types of information seeking expressions identified by an analysis of a sample of such expressions (i.e., questions, requests, statements, commands, and truncated expressions) and discusses the implications of the resulting distinctions for practices in information retrieval. Two recommendations are offered to improve…

Determined relative effects of rhetorical, factual, valuing, and hypothesizing question types when these questions were interspersed throughout the reading passage in textual materials for students (N=383) in introductory biology. Reported results are based on a 20-item test given immediately after reading the passage, 2 weeks later, and 9 weeks…