Specific guidelines are offered to help a teacher respond to awkward, embarrassing, or personal questions posed by students. (JD)

Discusses the relationship of Michel Foucault's work to the human perspective. Argues that Fisher is inaccurate in characterizing Foucault as an "anti-humanist." Claims that Foucault's concept of the "statement" and his method of critique turn the humanist perspective toward a liberating, activist form that allows for change…

Examined the nature of the questions elementary aged children (N=81) asked about a classmate with disabilities. Results indicated that older children asked more questions, however, all children asked disability related questions. Younger children were more concrete, whereas older children were more abstract. Prompts yielded greater numbers of…

Provides a systematic conceptualization of population education using Hilda Taba's listing-grouping-labelling sequence. Also considers the use of inquiry (inductive, problem solving, and discovery) in learning population education concepts, attributes of population education, and what population education is and is not. (JN)

Discusses five propositions that support a rationale for increased understanding and use of qualitative methods by performance technologists: there has been a paradigm shift across the social sciences, and qualitative methods make common sense, increase flexibility, lead to increased confidence in results, and are good for professional…

Moral education at its most effective is philosophical education taught to elementary school children using inquiry. Children can discuss ethical issues in a thoughtful, objective, and reasonable manner. Such an education is the antithesis of indoctrination and gives children the intellectual tools they need to think autonomously about moral…

Explores the implications of Mead's philosophic social psychology for current disputes concerning the nature of the scientific in educational studies. Mead's contextualization of the knower and the known are found to be compatible with a contemporary critique of positivist paradigms and a critical reconceptualization of educational inquiry.…

Reflective dialog between student and teacher when children are producing art can help children grasp relationships between actions and consequences. Eight types of questions that can be asked by the teacher are discussed. (IS)

In this Inquiry Study, participants will learn about or refine their understanding of the components of a quality reading program, or what some teachers organize as Reading Workshop. Participants begin by living as readers themselves and then explore how to create supportive contexts for the learners in their classrooms. The use of a variety of…

Teacher questions are an important part of a student-inquiry classroom. This research examines two different student-centered settings to determine the teacher questions that engaged students in mathematical thinking. It reports on questions asked in both a research setting and a high school classroom. Discursive and retracing questions are…

Because of its association with the first-year writing course and with what is presumed to be a practical rather than an intellectual function, the composition curriculum has long been regarded as devoid of "content." The result of this emphasis on practice and process is a curriculum in which subject matter has been deemed largely…

The National Science Education Standards (NRC 1996) present a vision where students are active learners who use inquiry and who create products to represent their emergent understandings. However, educators may find it challenging both to assess student achievement and to communicate students achievement effectively to educational stakeholders.…

This paper proposes the construct of metacognition as a potential bridge between the concerns of educators and the concerns of researchers who study cognitive development. In so doing, it highlights, as another bridging construct, the phenomenon of transfer, or, more precisely, the absence of transfer. The difficulty of achieving transfer of…

This paper discusses how John Dewey's logic in his theory of inquiry can inform and perhaps guide efforts to re-form education and to allow the creative forces of emergence to affect and create adaptive social systems as learning organizations. The paper contends that Dewey's naturalistic theory of experience predated yet anticipated the…