An Empirical Analysis of the Power Robert F. Schuck of Set Induction and Systematic Questioning as Instructional Strategies

Abstract

For the past decade, teacher educators have addressed them selves to the problems inherent in the definition of desired teaching skills and in the design and implementation of teacher edu cation curricula that would facilitate the acquisition of teaching skills. This investigation addresses the comparative impact of two teaching skills upon student achievement and retention. The power of set induction and systematic questioning as instruc tional tools are reconfirmed by the researcher. Professional educators seeking to build an empirically based curriculum now have additional data that support the inclusion of these skills in preparation programs.