Paper presented at the Annual Conference of the Association of Teachers of Japanese held in November 1971 in Chicago, Illinois. (DS)

Reviews, some events within education since 1962 for the purpose of interpreting the nature of the current educational revolution and to assess its impact upon art education now and in the foreseeable future. (Author/AS)

Conference held April 23-25, 1970 in Washington, D.C. with support from the U.S. Office of Education and the National Endowment for the Humanities. (VM)

Deals with the need for an accurate and careful selection of training materials by the use of a check list. (EK)

Elementary school teachers exposed to a workshop preparing them to use Science Curriculum Improvement Study (SCIS) increased the number of higher level (analysis) questions asked in the classroom, although no specific instruction in questioning techniques was given. The older teachers tended to ask lower level (recall) questions. (AL)

Applies a previously described theory of comprehension to a specific lesson, showing how 10 defined skills can be taught through reading a single selection. (MD)

A learning hierarchy for teaching inservice and preservice teachers to ask questions which require complex thought (instead of memory) is presented. Some assessment of effectiveness has been carried out on an informal basis. (Author)

Teachers, as well as students, have difficulty distinguishing between cognitive and affective responses. In order for students to learn to identify their emotions, teachers need to learn to ask the right questions and use the right vocabulary. Suggestions for teachers are given. (IS)

Senior pharmacy students' level of risk-taking as a personality trait was compared with their performance in medication history interviews in an ambulatory medicine clinic. Effective and efficient interviewers were significantly higher in risk-taking propensity than others. (MSE)

Recent applications and extensions of the research technique of interviewing in teaching experiments are discussed. An experiment to reveal the constructive mechanisms used by children in learning numeration, addition, and subtraction is reported. (MSE)