This article reports on the results of a descriptive study of wait-time in first-year high school foreign language classes. Over 7500 classroom events were recorded and coded in order to measure and find the variance in time of 3270 instances of post-solicitation and post-response wait-time. Results are discussed. (Author/DF)

Material comprising teachers' questions and pupils' responses was collected during ordinary lessons in order to gain an understanding of the linguistic interaction during lessons in the mother tongue. (Author/LMO)

Examines the verbal interactions of one teacher with young children (three to five years old) in a preschool classroom through an analysis of her questions and dialogue. Results indicated this teacher asked questions encouraging open, extended conversations, and maintained natural and child-centered conversations with children. (Author/BB)

Presents a method for monitoring teacher questioning. Argues that observers can improve a teacher's questioning technique by noting the types of questions asked by the teacher, the distribution of questions among students, and which students ask and answer questions. (MM)

Observation of 485 Black and White students demonstrates that ethnicity and self-monitoring have independent influences upon uncertainty reduction in initial interactions, while the effects of gender and dyadic composition are interactive in nature. Many of the relationships between interaction variables posited by Berger and Calabrese are…

The use of computer-simulated case problems to improve skills in patient interviewing and symptom analysis was found to help teach symptom characterization but not to substitute for faculty teaching. Student team study on case simulations is recommended. (MSE)

Through self-management training, students learn to take control of their actions and make appropriate decisions. Four self-management strategies for enhancing mildly handicapped adolescents' job are self-instruction, self-questioning, self-monitoring, and self-reinforcement. (CB)

Surveys research on programmed instruction, questions, and feedback in instruction to identify guidelines for developing computer assisted instruction. The most important guidelines identified are those related to use of questions as attention, coding, and rehearsal devices, and those related to corrective feedback. (MBR)

Discusses the role that children's ideas and questions have in learning science. Explains four techniques which aim to promote primary students' question-asking. Also suggests specific approaches that were developed in the Learning in Science Project to assist teachers in making use of children's questions. (ML)

Research on teachers' question-asking practices indicates that strategy utilizing both initial and follow-up questions helps students develop the ability to reason for themselves. Five types of follow-up questions discussed are questions seeking: (1) clarification; (2) evidence; (3) greater specificity; (4) a more appropriate focus; and (5)…

The use of simulation of pharmacy student interviews with patients to teach and evaluate interviewing skills was found to be effective for both purposes and was felt by the students to be more objective than other methods for evaluating their own skills. The content checklists and interview rating instrument are appended. (MSE)

Describes a study of wait-time (the pause for thinking after questions and answers) for first-year high-school Spanish and French students in both their native and target languages. The average duration of wait-time was 1.91 seconds after questions and .73 seconds after responses. Wait-time was longer after questions in the native language. (SED)

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

Describes 11 classroom activities used in an adult French program that emphasize the development of linguistic skills, knowledge, and communicative skills. The activities include games, simulation, storytelling, writing of a pastiche based on a Prevert poem, a question-asking exercise, and conversation improvisation. (MSE)

Supreme Court litigation concerning the teaching of evolution in public schools is discussed. Questions regarding the cases for classroom discussion with secondary students are provided. (RM)