Discusses questioning techniques and lists 10 mutuality-enhancing devices, including hinting, simplifying, and making use of hesitations and pauses. (DF)

Discusses several experiential education learning models and explores the concept of "processing" as an integral component of experiential learning. Presents a method of approaching the design of processing activities and makes suggestions for successful use of the method. (SB)

Results indicate that applicants tend to take fairly passive roles in job interviews and that successful applicants (those receiving second interview offers) tend to ask fewer new-information or interview-process questions than unsuccessful applicants. (PD)

This article contains suggestions for introducing the scientific concept of matter and demonstration acids and bases using low-cost, collectible supplies. Sample questions and experiments are listed to help students explore these ideas. A list of household supplies to be used in the experiments is given. (DF)

Differences in interactions between two sets of fourth-grade teachers and their average reading groups immediately following the reading of a basal story were explored in this study. Results and hypotheses for further research are offered. (Author/DF)

Decries teachers' use of questions with the phrase "tell me," arguing that this locus of authority in the classroom interferes with children's understanding of the function of language. (HTH)

Describes ways in which educators in Shoreham-Wading River school district have used their understanding of cognitive levels matching and child's point-of-view in developing curriculum, structuring questions, interpreting test results, and evaluating instruction. (CMG)

Three experiments conducted with normal adults in both Israel and the United States show that the answers people give to questions vary with the category of the target and its distance. (FL)

Discusses research supporting the instructional validity of three comprehension monitoring strategies: (1) summarization of text, (2) self-initiated questioning, and (3) differentiation of reader-based and text-based questions. (FL)

Offers suggestions for the systematic study of characters that can help children develop skills in understanding stories. Describes two activities that can be used for this purpose. (FL)

Discusses how the concept of "scaffolding," adult support of children's attempts to achieve an intended language outcome, has been somewhat misused in the schools, resulting in the support of the teacher's intentions rather than those of the child. (HTH)

Critical thinking skills that can be applied to reading can be developed through means other than reading. Teachers can launch class discussions of popular films, such as "E.T.," to nurture these skills, a technique especially helpful for children who have difficulty with the printed word. (PP)

Discusses the shortcomings of teacher preparation in the area of questioning. Proposes using two contrasting paradigms for developing and analyzing questions for use with different texts and for different purposes. (FL)

Notes that intermediate grade students who still have difficulty understanding implied messages in print have a limited time for learning the skill. Suggests that the traditional teaching method of questioning about a passage is ineffective, and proposes a direct instruction method for use in a variety of situations. Recommends materials that…

The author contends that behavioral objectism is an ill-conceived combination of notions and assumptions which may do more to impede environmental education than to aid it. His alternative to behavioral objectism is a methodology of experience constructed on the foundation of pragmatic naturalism, where students and teachers cooperate as…