Presents ideas intended to provoke thinking about how science teaching can engage the imagination and spark the creative faculties of students and teachers. Provides examples of ways that teachers can improve their questioning techniques. (TW)

Attitudes of 60 nonretarded fourth graders toward mildly mentally retarded people were examined. Listening to a story about a mildly mentally retarded boy led to more favorable attitudes on a social distance measure; only students who were asked focusing questions before the story reported more favorable attitudes on an integration-segregation…

The study assessed the criterion, construct, and concurrent validity of four informal reading comprehension measures (question answering tests, recall measures, oral passage reading tests, and cloze techniques) with 70 mildly and moderately retarded middle and junior high school boys. Results indicated that correct oral reading rate score…

A study found that a first-year medical school course in interviewing skills can significantly improve students' communication skills and confidence. (MSE)

Suggests that elementary school students should be introduced to science research by involving them in group projects. Argues that this type of collaborative approach is more motivating for the students, and produces less anxiety and a better understanding of the steps involved in scientific methodology. (TW)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)

Examines the influence of training on three middle school teachers' use of guides for three levels of comprehension during content area lessons. Those teachers who had acquired high levels of knowledge through training in goals and procedures tended to shift and adapt the distribution of questions they asked students. Views these adaptations as…

Describes a strategy for query negotiation, based on a sense-making approach, which enables librarians to understand queries from users' viewpoint. The results of tests of the neutral questioning approach in workshops for librarians are discussed along with participating librarians' responses to this technique. (MBR)

When second, fourth, and sixth grade students were asked "What's this?" questions (differing in intonation and stress) and guessed whether there were new or different objects pictured on cards, results indicated that use of intonation was recognized as a marker for topic collaboration by grade four. (Author/CB)

Presents a method for improving reading comprehension through direct instruction of inductive reasoning. Students gather clues to personality of characters as play progresses and from these arrive at an overall generalization concerning the complexities of the character. (SRT)

Draws upon research, theory, and experience to support six changes in the way reading comprehension is taught. (FL)

This paper addresses some real assessment challenges that teachers have identified: (1) Figuring out what really is important for students to know and be able to do in history; (2) Teaching the skills of "doing history" in a world of testing that often seems to value only factual knowledge; (3) Identifying and using assessments that provide…

This study is about student teachers using questioning to explore the mathematical reasoning of secondary school students aged between 11 and 14 years of age. The student teachers involved were first year students following a four years' initial teaching training course in Malta. The Teaching Triad developed by Barbara Jarowski was used to analyze…

This study describes a program designed to increase student achievement in reading. The targeted population consisted of first and fourth grade elementary students in a Midwest community. Evidence for the existence of the problem included standardized tests and alternative assessments to measure reading achievement, and teacher observations with…

This book was written from the Deweyan premise that children will become lifelong, self-directed learners by engaging in inquiry processes with interdisciplinary content and that, from these explorations, upper elementary and middle school students can inductively formulate concepts and generalizations that help to explain the world and what it…