The present study investigated the effects of repetitions and questions (without feedback) at varying lags during self-paced learning from text. High school students read a series of unrelated paragraphs, each of which was repeated or tested after a variable lag. In a mixed condition, texts and repetitions of particular sentences were combined…

Reviewed is research dealing with teacher questions and their effects on mentally retarded children. Cited are studies involving classification systems for questions, patterns of teachers' questioning, training of questioning behaviors, and effects of questions on normal students. Among implications noted for mentally retarded persons are the…

This is the leader's guide and training materials for conducting workshops on an instructional system which utilizes the process of inquiry. The guide is designed for leaders of these workshops and lists the leader's activities. It is organized according to the 18 major workshop experiences, referred to as subset. Each subset guide is organized…

This book is designed to aid instructors or potential instructors in presenting information in an inservice training session so that it will be meaningful to all concerned. The book contains general information on the learning process, motivation of the student, methods of instruction, and physical facilities, and training aids, as well as control…

This study was undertaken to further the development of procedures and programs to improve student inquiry behaviors as a means of improving student reading and learning skills. Half of the 37 seventh grade students were randomly assigned to the experimental class in which the inquiry procedures were developed and used for instruction by the…

The purpose of this study was to investigate the effects of classroom instruction about questioning skills on students' question-asking behaviors, as well as to inquire about student reactions to being taught "process" in a "content" course. Two sophomore college literature classes were involved as experimental and control groups in the study. The…

This paper reports a study of selected examples of verbal behavior patterns in primary grade classrooms during science activities. The subjects were 32 elementary teachers within five mid-Michigan public school districts. A control group of 16 teachers taught science in the conventional manner. The experimental group received an in-depth study of…

Following an opening statement explaining the importance of small groups as an educational innovation, the author examines seven different types of groups, their organization and function. 1) The task group involves students in many types of meaningful work, with each member able to make a useful contribution towards the completion of the task. 2)…

Individualizing instruction is not in itself the answer to the problem of teaching all children to read. With the development of many new materials and devices, problems relative to meeting the needs of each child may be compounded. There is danger that the child may become isolated from what should be a community of learners. Reading as a social…

This study sought to determine whether student teachers' questioning strategy can be modified to increase their use of higher level cognitive questions and also whether student achievement was higher in classes where the teacher asked more high level questions. Subjects of the study were 20 student teachers assigned to fifth-grade classes in…

This study investigated the effectiveness of an in-service program for teachers focused on pupil questioning, to determine if the number as well as the variety of pupil questions in science classes could be made to increase, if there could be greater variety of verbal remarks preceding pupil questions as well as in responses to questions, and if…

Four hypotheses concerning the linguistic structure of yes-no questions and their answers are considered as hypotheses relating to the abstract structure of yes-no questions and to this abstract structure in all human languages. The universal base hypotheses are the following: (1) The abstract representation of all yes-no questions includes two…

Post studies have indicated the existence of a fast questioning pace with teachers allowing very little "think-space" as they ask questions, present materials, and respond to students. Descriptive studies indicate that the average wait-time in classrooms is between one and two seconds. The problem of this study was to determine the…

Science lessons of fifteen teachers were tape recorded before their participation in a Science Curriculum Improvement Study (SCIS) summer workshop and again, later, while they were using SCIS materials. Later SCIS lessons of the 18 workshop participants were also recorded. All participants responded to instruments used to measure attitude…

The present research focused upon responses of three- and four-year old children to communicative demands posed in four common kinds of question situations. There were also manipulations of the object about which the question was asked, to test dependence of young children upon the presence of such objects. Children's responses were scored for two…