A study examined the effects of three types of teacher questions (literal, interpretive, applied) on: (1) frequency, length, and quality of student response; (2) classroom interaction; (3) student questions; (4) intentional and incidental learning; and (5) student attitudes. Multiple-choice formats were used to assess intentional learning, and…

This study investigated the relationship between teacher behavior and pupil reflective dialogue in the classroom assuming that social problems provide a natural springboard for inquiry through classroom discussion. It was hypothesized that different teacher strategies promote different types of class interaction. Discussion styles were to be…

The central concern of this study, which was briefly reviewed in ED 049 143, was to determine effective teaching strategies and practices in secondary social studies classroom discussions of social issues. Teaching effectiveness was evaluated in terms of the cognitive or critical thinking skills of participating students, and their attitudes…