Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)

Data from 60 observations of 10 teachers and 10 each of their students showed that type/quality of teaching strategy predicted 37 percent of variance in engagement and that the more indirect the teaching strategy, the greater the students' involvement in learning tasks. Implications of these and other findings are discussed. (Author/JN)

Carried out an investigation to identify conceptions of some components of worldview held by science student teachers (n=48) in a South African context. Explores relationships among worldviews, student characteristics, and scientific concepts. Reports that students' conceptions of time and distance were nonmechanistic and psychologically bound and…

Investigated classroom management practices in 26 classes taught by 13 junior high and middle/junior high school teachers using student-on-task, off-task, and disruptive student behaviors as primary criteria of management effectiveness. Effective management practices for general classroom procedures, laboratory procedures, managing student…

Reports on a study which investigated the order of acquisition of intuitive notions of qualitative speed. Results indicated that an array of prerequisites, equivalent, and independent relationships existed among the tasks administered. Confirmed the evolution of reasoning for notions of qualitative speed found by Piaget. (Author/TW)

Investigated if relationships existed between middle school students (N=105) science concept structure interrelatedness competence and their time on task, science achievement, scholastic aptitude, previous experience with concept structure interrelatedness, attitudes toward science, interest in science, science curiosity, and self-concept of…