Provides and explains a teacher self-evaluation instrument designed to measure inquiry teaching. Recommends that a lesson be videotaped after which the educator scores the presentation on the criteria of lesson content, student behavior, teacher behavior, and questioning techniques. (CP)

Strategies for encouraging students to articulate and examine their personal values are suggested.

Discusses the dangers inherent in any attempt to use a totally individualized instruction approach in teaching social studies. The authors maintain that group work is more useful in developing students' thinking skills and should be combined with individualized instruction to create a balanced program. (Author/DB)

Study of education in history and sociology courses for nonacademic students from grades 11 and 12. A chart shows related units in a sociology course and a classical Greek history course. Main goals of both courses are to widen understanding of education and to clarify students' values about education. Suggestions for textbooks are given. (BC)

Presents a model for teaching fourth graders some aspects of the population geography of California. The lessons are structured and teacher-directed, examine the question of why so many people have moved to California, and use a variety of social inquiry processes. (Author/AV)

College students were asked to indicate whether they guessed, used memory, or thought processes when answering a multiple choice exam. The results indicate that the perceptions students have of what mental function questions require of them could be vital in developing types of questions to stimulate particular cognitive processes. (JMD)

A sample of ninth-grade students utilizing the Intermediate Science Curriculum Study (ISCS) and other materials was used to investigate the relationship between cognitive preferences and science process achievement. The three cognitive preferences examined were: (1) application; (2) memorization; and (3) questioning. (HM)

In a series of experiments, it was found that asking questions about information in a prose sequence while it is being presented can affect the degree to which that prose material is stored as a unitized whole, and that this in turn will affect how well that prose is remembered. (Editor)

Defines the term "higher cognitive questioning" and shows teachers how to use this technique to build students' critical reading skills. (RL)

The good accounting and bookkeeping instructor is one who keeps the students involved at all times, answers all questions that are asked, explains the theory behind the procedures, and uses the voice as a teaching aid. (BM)

Targeted selection applies the five elements of the assessment-center method to selection interviewing of job applicants. Discusses the five reasons for the validity of the assessment-center method along with a parallel list of reasons for the validity of Targeted Selection. (EM)

Microteaching experience was sufficient to train graduate education students to a significant level of competency. However, once they moved into a regular student teaching setting, their exhibition of the original target skills was dependent upon intervention by their cooperating teachers. (Author/MV)

A question-answer technique is described that is based on authenticity of form and content and that has applicability at virtually all levels of instruction. After automatic responses, students provide definitions, rephrase content, or express opinions in the second language. (Author/SW)

An analysis of sixth-grade students' problem solving found the process to be a series of behaviors for each of which an explanation can be elicited. Advocates that teachers use questioning and discussion techniques rather than a "right-wrong" approach to the evaluation of verbal arithmetic problems. (CP)

Investigates the consequences of inquiry and didactic teaching when students either cooperate or compete with each other on (a) students' acceptance of the teaching method, (b) their approval of the teacher, (c) their experience of peer support, and (d) their beliefs that they have learned. Eighty fourth and fifth grade students were randomly…