References
- Arnold, D.S.; Atwood, R.K.; Rogers, V.M., “An Investigation of Relationships Among Question Level, Response Level and Lapse Time,” School Science and Mathematics, 73: 541–594, October 1973.
- Ashner, Mary Jane McCue, “Asking Questions to Trigger Thinking,” NEA Journal, 50: 44–46, September 1961.
- Bloom, Benjamin S., and others, Taxonomy of Educational Objectives: Cognitive Domain, David McKay, New York, 1956.
- Davis, O.L., Jr.; Tinsley, Drew C., “Cognitive Objectives Revealed by Classroom Questions Asked by Social Studies Student Teachers,” Peabody Journal of Education, 44: 21–26, July 1967.
- Gallagher, James J., “Expressive Thought by Gifted Children in the Classroom,” Elementary English, pp. 559–568, May 1965.
- Hunkins, Francis P., “Relation of Level of Questions Included in Reading Passages to Reading Comprehension,” paper presented at the Association of Supervision and Curriculum Development Annual Conference in Philadelphia, Pennsylvania, 1972.
- Kleinman, Gladys, “Teachers’ Questions and Student Understanding of Science,” Journal of Research in Science Teaching, 3: 307–317, 1965.
- Parsons, Theodore W.; Shaftel, Fannie R., “Thinking and Inquiries: Some Critical Issues,” Effective Thinking in the Social Studies, in Fair, Jean; Shaftel, Fannie R. (eds.), Thirty-Seventh Yearbook, National Council for the Social Studies, Washington, D.C., 1967.
- Rogers, Virginia M., “Varying the Cognitive Levels of Classroom Questions in Elementary Social Studies: An Analysis of the Use of Questions by Student Teachers,” unpublished doctoral dissertation, University of Texas at Austin, Austin, 1969.
- Rowe, Mary B., “Science, Silence, and Sanctions,” Science and Children, pp. 11–13, March 1969.
- Ryan, Frank L., “Differentiated Effects of Levels of Questioning on Student Achievement,” The Journal of Experimental Education, 41: 63–67, Spring 1973.