The Mediator’s Toolkit: Formulating and Asking Questions for Successful Outcomes by Gerry O’Sullivan

2018 ◽  
Vol 4 (1) ◽  
pp. 54-55
Author(s):  
Lesley Allport
Keyword(s):  
Asking Questions ◽  
Successful Outcomes

Moral reasoning is the process of asking moral questions and answering them

2019 ◽  
Vol 42 ◽  
Author(s):  
Mark Alfano
Keyword(s):  
Moral Reasoning ◽  
Dependent Process ◽  
Asking Questions ◽  
Path Dependent ◽  
Path Dependent Process ◽  
Moral Questions

Abstract Reasoning is the iterative, path-dependent process of asking questions and answering them. Moral reasoning is a species of such reasoning, so it is a matter of asking and answering moral questions, which requires both creativity and curiosity. As such, interventions and practices that help people ask more and better moral questions promise to improve moral reasoning.

Asking Questions.

PsycCRITIQUES ◽  
1983 ◽  
Vol 28 (5) ◽  
Author(s):  
No authorship indicated
Keyword(s):  
Asking Questions

Aftercare Successful Outcomes Tool, A Measurement for Restoration of Victims of Violent Crimes

2014 ◽  
Author(s):  
Michele Lee ◽  
Andee Cooper Parks ◽  
Kathy Stout-LaBauve ◽  
Ann Steffen
Keyword(s):  
Violent Crimes ◽  
Successful Outcomes

The Art of Asking Questions.

1952 ◽  
Vol 43 (2) ◽  
pp. 125-125
Author(s):  
Lee J. Cronbach
Keyword(s):  
Asking Questions

Asking questions

BDJ ◽  
1972 ◽  
Vol 132 (3) ◽  
pp. 87-88
Keyword(s):  
Asking Questions

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

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