Questioning is an instructional strategy that serves many purposes for teachers and students. The purpose of this study is to evaluate the questioning sequence of moving from low- to high-level questions to support students’ reading text-based comprehension.After engaging in didactic instruction and practice in the TeachLivE™ Lab, teacher participants implemented low- and high-level question sequences during reading instruction with elementary students. Teacher performance was measured as a rate of question sequences in a multiple baseline design across two participants. Students’ verbal responses were assessed based on how they related a personal experience back to the text.Based on the findings, teachers effectively improved the use of questioning sequences.This instructional practice made a significant impact on low performing students. Overall students increased the quantity of c-units and accuracy.

Th e purpose of this study was to test the effectiveness of the Basic Interpersonal Relations program as a facilitator of interpersonal relations for high school students. Three intact classes of high school introductory psychology students were used to contrast the effectiveness of the Basic Interpersonal Relations program as shown by the experimental group with a treatment-control group receiving didactic instruction, and with a no-treatment control group. All subjects were pretested with the following instruments: Attitude Toward Others Scale (MMPI), Attitude Toward Self Scale (MMPI), Rotter's Internal- External Control Scale, and an achievement test based on the content of the Basic Interpersonal Relations program. Following pretesting the experimental group began training using the Basic Interpersonal Relations program. While the experimental group received training using the Basic Interpersonal Relations program, the treatment-control group received an equal amount and distribution of time in interpersonal relations training based on the Effectiveness Training principles of Dr. Thomas Gordon. The no-treatment control group participated in their regularly scheduled psychology class. At the conclusion of training, all subjects were posttested using the same measures used for pretesting. In addition, a student opinion survey was administered to the experimental and treatment-control groups subjects, and a parent questionnaire was mailed to the parents of all subjects. The results of the study were not conclusive. Some support was indicated for the effectiveness of the Basic Interpersonal Relations program as a facilitator of interpersonal relations of high school students by the results of the parent questionnaire, the student opinion survey, and the Basic Interpersonal Relations program achievement test. No significance was obtained using the Attitude Toward Self Scale, Attitude Toward Others Scale, and the Internal-External Control Scale. Further research is needed to clarify the effectiveness of the Basic Interpersonal Relations program for use with high school students.

No description available.