Romiett Stevens , "The Question as a Measure of Efficiency in Instruction: A Critical Study of Classroom Practice," Teachers College Contributions to Education, no. 48 (1912).
2.
See William Floyd, "An Analysis of the Oral Questioning Activity in Selected Colorado Primary Classes" (Ph.D. dissertation, Colorado State College , 1960); F.R. Moyer, "An Exploratory Study of Questioning in the Instructional Processes in Selected Elementary Schools" (Ph.D. dissertation, Columbia University, 1966); J.E. Schreiber, "Teachers' Question-Asking Techniques in Social Studies" (Ph.D. dissertation, University of Iowa, 1967).
3.
See Rodney P. Riegle, "The Logic of Classroom Questions" (Ph.D. dissertation, The Ohio State University, 1974), pp. 75-76, for a complete listing of these systems.
4.
Benjamin S. Bloom, ed., Taxonomy of Educational Objectives: Handbook I: Cognitive Domam ( New York: David McKay, 1956).
5.
Meredith Gall , "The Use of Questions in Teaching," Review of Educational Research40: 707-21.
6.
See Romiett Stevens, 'The Question as a Measure of Efficiency in Instruction: A Critical Study of Classroom Practice," Teachers College Contribution to Education, no. 48 (1912); Guilford, "The Structure of the Intellect," Gallagher, "Expressive Thought," O.L. Davis and Drew C. Tinsley , "Cognitive Objectives Revealed by Classroom Questions Asked by Social Studies Student Teachers," Peabody Journal of Education45 (1967): 21-26;
7.
Frank J. Guzak, "Questioning Strategies of Elementary Teachers in Relation to Comprehension ," paper presented at the International Reading Association Conference, Boston, Mass., 24 April 1968
8.
; Harry A. Cunningham, "Types of Thought Questions in General Science Textbooks and Laboratory Manuals," Gereral Science Quarterly9 (1925): 91-95; O.L. Davis and Francis P. Hunkins, "Testbook Questions: What Thinking Processes Do They Foster?" Peabody Journal of Education43: 285-98; Isobel Pfeiffer and O.L. Davis, "Teacher-made Examinations: What Kind of Thinking Do They Demand?" The NASSP Bulletin49 (1965): 1-10.
9.
Ambrose A. Clegg , Jr., George T. Farley, and Robert J. Cur-ran, "Training Teachers to Analyze the Cognitive Level of Classroom Questioning," Research Report no. 1, Applied Research Training Program, Boston, University of Massachusetts, 1967
10.
; George T. Farley and Ambrose A. Clegg , Jr., "Increasing the Cognitive Level of Classroom Questions in Social Studies: An Application of Bloom's Taxonomy," paper presented as part of the symposium "Research in Social Studies Education" at the American Educational Research Association Annual Convention , Los Angeles, 8 February 1969; Francis P. Hunkins, "The Influence of Analysis and Evaluation Questions on Achievement in Sixth Grade Social Studies," Educational Leadership 25 (1968): 326-32.
11.
Gall, op. cit.
12.
John Wilson, Language and the Pursuit of Truth (Cambridge, England: The University Press, 1969).
13.
Ibid, pp. 56-74.
14.
See Rodney P. Riegle, "The Logic of Classroom Questions" (Ph.D. dissertation, The Ohio State University, 1974), pp. 13-33, for a fuller discussion of the sentence form/sentence function distinction.
15.
See Rodney P. Riegle, "The Logical Characteristics of Classroom Questions," Philosophy of Education 1975: Proceedings of the Thirty-First Annual Meeting of the Philosophy of Education Society, for a discussion of semantic, functional, and syntactic ambiguity in questions
