A course to help dental students learn techniques of putting fearful patients at ease includes use of physician-patient interviews in a clinical setting, patient reviews of the taped interview, interview evaluation, student-instructor conferences, and group discussion, followed by an actual treatment session and review discussion with the patient.…

Discusses research strategy and data collection methods in field studies of unapprehended illegal immigrants living in the United States and suggests ways to increase the reliability and validity of interview responses. Also provides a bibliography of recent field studies of undocumented immigrants. (Author/GC)

Reports a qualitative analysis of classroom discourse in which use of questions by science teachers is assessed in terms of arguments to establish scientific knowledge claims. Questions are analyzed not for form/frequency but for their function in developing arguments that establish claims rationally. (Author/JN)

Text information relevant to questions was learned better than text information irrelevant to questions. Results are predicted by a theory that readers selectively allocate a greater volume of attention to question-relevant information, and that a process supported by the additional attention causes more of the information to be learned.…

Discusses the importance of teaching students when to seek deterministic explanations and when to seek probabilistic ones, pointing out that there are situations in which each is appropriate and inappropriate. Several examples illustrating the appropriateness of these explanations are provided. (JN)

Evaluates the effect of question type (rote, conceptual) and adjunct question response mode (multiple choice, short answer) on rote and conceptual learning outcomes of 98 undergraduate high and low ability readers. Results indicate rote adjunct questions are more helpful to readers and high reading ability students demonstrate better test…

Discusses Jean Piaget's notion of equilibrium--the propensity to reduce conceptual conflict--in relation to early childhood education. Presents an instructional model that has the teacher raising children's conceptual conflict through a series of open-ended questions. (FL)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)

Suggests that questions that help students read actively in any situation can be adapted to fit reading into the history class. Offers seven such questions. (AEA)

Investigates the effects of M. B. Rowe's science teaching and questioning techniques in elementary school language arts classrooms. Reviews definitions and applications of wait-time and assesses the effectiveness of wait-time techniques in the improvement of teachers' and students' oral discourse. (HOD)

Described is a program, "Philosophy for Children," the purpose of which is to teach children to think independently, logically, and ethically. Students' reading, math and communication skills improved dramatically after one year in the program. Included are questions which teachers in the program are encouraged to ask. (KC)

Presents rationale and guidelines for assessing audience needs before workshops are planned. An initial checklist of appropriate information to gather is presented, and strategies for obtaining information are discussed. (BK)

Evaluated the comparative efficacy of the three most popular classification systems in terms of preservice elementary school teachers' ability to classify questions and their attitudes toward questioning. The classification schemes used were those of Aschner, Bloom, and Sanders. Advantages of the Aschner-based system are discussed. (CS)

Investigated the effects of variation in teacher wait-time on science achievement for students (N=733) in 11 Australian middle schools. Conclusions provide evidence that the extension of teacher wait-time produces desirable changes in achievement. (CS)

Teaching history is seen to require direct communication from historian to group and back again. Modified Socratic inquiry, it is suggested, accomplishes this goal by involving students more actively in the classroom. It presupposes close reading of material and dialogue as effective as lectures. (MLW)