Abstracts and abstractors' critiques of six research reports related to preservice teacher education and instruction are presented. Aspects addressed in the studies include: (1) teaching strategy analysis models in middle school science education courses; (2) concerns-based adoption model (CBAM): basis for an elementary science methods course; (3) comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and anxiety of students in geology courses about identification of minerals and rocks; (4) the sequence of learning cycle activities in high school chemistry; (5) the influence of repeatable testing on retention in mastery learning; and (6) the effectiveness of laboratory photomicrography for studying microbiology in Nigerian secondary schools. Included for each study are the purpose, rationale, research design and procedure, findings, and interpretations. Four responses to critiques are also contained in the document, two to studies in this issue and two to studies in an earlier issue. (TW)