This booklet provides methods that teachers can use to analyze questioning techniques and suggests ways that teachers can develop variety in the type of questions they ask. Both Bloom's "Taxonomy of Educational Objectives, Handbook I: Cognitive Domain," and the Question Category System for Science are discussed as systems for classifying…

Describes a study of the relationship between student characteristics and rates of progress in a self-paced psychology course. Students who proceed faster were found to be more intelligent, score lower on measures of need for approval, and have higher GPA's and aptitude test scores. (Author/AV)

Undergraduate special education majors (N=72) who took a course utilizing the "pause procedure" (the lecturer pauses for two minutes three times during each 45-minute lecture) scored significantly higher on measures assessing recall of fact and on objective tests than did students who received the standard lecture format. (CB)

Wilkinson uses the comments of the trainees to evaluate the various elements of a "Stage I" training course on skills for teaching adults. Grainger describes the difficulties encountered in running Stage I courses and how problems have been solved. (CT)

Student opportunity to learn may be the critical variable in explaining student engagement and subsequent achievement. Lower-ability students are systematically discriminated against in quality of instruction and curricular content and in use of learning time. Suggestions regarding teacher preparation to offset these patterns are made. (MT)

In a survey of resource room teachers (N=101) of learning disabled and mildly retarded students, mathematics instruction occupied about one-third of the average resource room teacher's teaching time. Although Ss reported considerable college coursework in mathematics and mathematics instructional methods, they felt inadequate at several…

Data from 60 observations of 10 teachers and 10 each of their students showed that type/quality of teaching strategy predicted 37 percent of variance in engagement and that the more indirect the teaching strategy, the greater the students' involvement in learning tasks. Implications of these and other findings are discussed. (Author/JN)

Relationships among student achievement, class size, and mode of instruction were investigated using 225 fourth-grade students. Students were randomly assigned to teacher-led or seatwork assignments in groups of either one, three, five, or six, and results showed seatwork impervious to group size effects, while achievement varied. (Author/JMK)

This handbook is designed to help part-time and adjunct faculty who need professional enhancement but do not have the time for formal coursework. The focus is on the modern student, who differs in many ways from the traditional college student. The book provides more advanced strategies that those presented in the earlier "Handbook for…

Did the Third International Mathematics and Science Study (TIMSS) ask eighth grade science teachers the right questions about their use of instructional time? TIMSS asked teachers to recall a lesson that they had taught, and then group activities into 11 categories. This study examined the TIMSS question "How did the lesson proceed?" by…

"This concluding article provides the first published account of a series of psychological experiments which are presently being undertaken by the Schools Television Research Project, examining presentation factors in instructional television. (Editor)

Paper presented at the Educationand Information Science Symposium," Sponsored by the Ohio Chapters of the American Society for Information Science in cooperation with The Department of Computer and Information Science, The Ohio State University, June 23 and 24, 1969. (MF)