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范國. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Reprint. / Includes bibliographical references (leaves 74-89). / Fan Guo. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / 前言 --- p.1 / 從不同理論看提問的本質和類別　　　 --- p.2 / 提問技巧的質素 --- p.12 / 研究的動機和意義 --- p.18 / Chapter 第二章 --- 有關文獻綜述 --- p.22 / Chapter 第三章 --- 研究方法與實施 --- p.42 / 實驗對象與分組 --- p.42 / 研究假設　 --- p.44 / 變項處理 --- p.45 / 實驗教材與中文科學業成就測驗卷的編製 --- p.48 / 實驗實施過程 --- p.49 / Chapter 第四章 --- 結果與討論 --- p.54 / Chapter 第五章 --- 結論與建議 --- p.69 / 參考文獻 / Chapter 附錄一： --- 六篇教材原文 / Chapter 附錄二： --- 三次中文科學業成就測驗的題目和分析

This study characterizes teacher questions in order to look at student discussion resulting from those questions in whole class discussion of claims and evidence following an experiment from grade 2 through 6. This study found an increase in discussion following teacher questions oriented around development of student ideas or clarification of ideas and a decrease in discussion oriented around developing a teacher idea with increasing grade level.

Business today is faced with discontinuity and unpredictable change, which makes many of the structured processes of yesteryear redundant or obsolete. Process-based transactions are being replaced with technology and increasingly organisations are recognising the importance of proactively managing their knowledge transactions, to remain competitive. While research on knowledge sharing is gaining the attention of researchers, almost invariably their focus has been on the factors influencing knowledge transfer at the macro-level in large multi-national organisations. Few have attempted to unravel the complexities of individual-to-individual micro-level knowledge sharing and those that have, for the most part have directed their investigations towards exploring factors that enhance or impede the source individual sharing their knowledge, rather than the recipient's receiving of knowledge. While questioning is implicit in knowledge sharing there are assumptions that underpin the structure of a question and these assumptions affect both the source and the recipient. This study investigates how the structure of a question posed to a source individual when eliciting knowledge, influences the attitude of a recipient individual towards the knowledge they receive from the question response. Drawing upon theoretical assumptions that underpin question structure, three hypotheses are posed to compare binary, open-ended and directed question responses. To test the hypotheses a progression of three independent studies were performed using laboratory and field experiments. The first study conducted in a laboratory, used a contrived scenario case as the knowledge context and the second study replicated this experiment in the field. The last study conducted in a single organisation, used real organisational knowledge as the knowledge context. Recipients of shared knowledge were found to be more favourably disposed towards question responses that were structured in a complex manner; open-ended and directed question responses were more favoured than binary question responses. ii There was no difference in recipient attitude between open-ended and directed question responses and recipient attitude towards the shared knowledge was found to be positively related to their intention to use the knowledge in the future. These findings are of significance as they illustrate the importance of structuring questions in a manner that is consistent with recipients of the shared knowledge being more favourably disposed towards the knowledge they have received. In an environment of ambiguity, complexity and uncertainty where decisions are nonprogrammed, strategic and imperative to the competitiveness of the organisation, no longer is the binary 'Yes' or 'No' compliance or audit style question, with its implicit assumptions, sufficient to elicit knowledge. It is important to recognise that often we do not know what we need to know until it is shared by someone. Further, when shared knowledge is cognitively processed with our current knowledge base, the new knowledge is likely to facilitate more informed decision-making. The more favourably disposed the recipient is towards the knowledge the more likely it is that they will use it in the future; knowledge is transferred.

Thesis (Ed. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 130-138).

The problem driving this research is that of how to improve the communications between stakeholders involved in dealing with what Rittel and Webber define as a wicked problem; one that is socially constructed and in search of a socially constructed solution. The particular wicked problem actioned is that of providing Information Technology Systems (ITS) service support to a CSIRO research division. The approach taken to improve communications was to develop and reflect upon an interlocked pattern of questions, a questioning model, which aims to reveal the underlying assumptions of stakeholders. The questioning model developed, labelled the H+10 Model has two aspects. The first is a pattern of questions developed from various linguistic communication models used in psychology; the second is a set of ten criteria for evaluating any questioning exercise. Therefore, the development process was to use the linguistic communication models literature to identify a particular pattern of interlocked questions, while in parallel identifying a set of ten criteria for reflecting on those questions and the assumptions they revealed. / The H+10 Model is not intended to be an ITS development methodology, rather a project definition thinking tool. It was used in this way on two real ITS projects at CSIRO as part of an extensive division wide action learning exercise. A summary of the projects, what was implemented as a result of the questioning process, as well as the responses of stakeholders are provided in Chapter 7. These provide some provisional evidence that the H+10 Model was effective and satisfied much of the ten criteria. In the concluding chapter recommendations for how to use the questioning model are provided, as well as for future research into its usefulness as a thinking tool. / Thesis (PhD)--University of South Australia, 2004.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Mary Frances Hanline, Florida State University, College of Education, Dept. of Childhood Education, Reading, and Disability Services. Title and description from dissertation home page (viewed Jan. 18,2005). Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 94-98).

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 80-98).

Thesis (Ph.D.)--University of Wollongong,2005. / Typescript. Bibliographical references: leaf 283-294.