This article outlines a technique which enables elementary or secondary social studies teachers to use student perceptions of people and events in the media as a stimulus for the discussion of value issues. (Author/RM)

Describes a three-step process of description, interpretation, and evaluation intended to empower students in visual communication classes to examine and critique their work in a self-directed way. Offers a framework for directing the discussion of student work through directed questioning. (SR)

Documents three problems with the behavioral adaption explanation (BAE) that, taken together, suggest that it cannot account for the probing effect, i.e., the finding that sources interrogatively probed appear more honest to message recipients than nonprobed sources. (TB)

Presents classroom procedure involving Telling, Requesting, and Coaching (TRC) to enhance reading and writing in diverse students as an alternative to probing for information without prompts to introduce lessons, which is confusing and time consuming. Notes how TRC facilitates students' recall by telling them the needed information, requesting…

Examines "question-response" sequences in Japanese political discourse, with particular reference to how questions are used to control other interlocutors as well as the relationship between questions and conflict. Findings reveal that the tendency to avoid overt control and conflict is reflected in questioning strategies employed in…

Discusses ways to improve the quality of teachers' classroom questions to help children clarify their thoughts, feel that they are worthy people, and understand their world. Asking open-ended questions that allow for discussion, encouraging children to answer questions orally, and listening to students' answers are urged. (CR)

Discusses bibliographic instruction evaluation and the need for objectives and proposes a framework for developing well-defined objectives by reviewing evaluative materials based on those objectives. Describes experiences at Southern Illinois University Carbondale that analyzed question weight, question content, and question type. (Author/LRW)

An approach to creating a practice climate to prepare occupational therapy students for clinical placements included nine strategies: select random respondees, demand full sentences, press for clarity, expect active listening, time assignments, spring surprises, impose ambiguity, invite disagreement, and give feedback openly. (Contains 26…

Identifies the types of questions that students ask during science learning. Explicates the role of students' questions in the knowledge construction process, particularly in educational discourse. Investigates the relationship between students' questions and approaches to learning and discusses some emergent issues related to student questioning.…

Suggests the best method of teaching short fiction is maieutic. Argues that students need to strengthen their thinking ability and can most effectively do so by responding to exploratory questions that relate to analysis. Suggests that the questions must be thoughtful, specific rather than general, and phrased in a way to encourage response. (SG)

This article discusses the value of incorporating critical thinking skills into health education curriculum objectives and the use of questioning techniques that promote development of these skills. A scenario which utilizes a questioning strategy based on Bloom's Taxonomy is presented. (IAH)

The amount of teacher-student interaction can have an impact on student achievement. Effective questioning techniques can generate a high rate of teacher-student interaction; teacher assistance, through priming, prompting, and cueing, can be used to develop a high level of correct responses to questions; and positive feedback can promote students'…

Presents Reciprocal Question-Answer Relationships (ReQAR), an instructional technique for assisting at-risk readers in independently applying a metacognitive strategy of self-questioning, combining elements from the Reciprocal Questioning (ReQuest) and Question-Answer Relationships (QARs) techniques. (RS)

Describes learning processes of inquiry and discovery involving six steps of teacher-student interaction: questioning, investigating, analyzing, interpreting, understanding, and answering. Presents examples of dialogue in adventure education that illustrate four learning styles within the inquiry/discovery approach: guided, shared, consultative,…

A study investigated the influences of response rate, ordering of questions, and definition of child sexual abuse on the results of a survey of college students' childhood and adolescent sexual experiences. The results are analyzed and the importance of awareness of methodological issues in research is emphasized. (MSE)