Even though school administrators and their leadership practices are rarely explored within science education research, our recent efforts to understand organizational influences on achievement disparities induced an elevated regard for elementary school principals. In this paper, we report on policy buffering by principals at schools whose…

Reports on a study that examined the performance and science attitudes of two groups of students in a college chemistry course. One group had enrolled in high school chemistry; the other group had not. There was no difference between groups as to attitude toward chemistry or academic performance. (RT)

Examines effects of NSF institute participation by secondary teachers. Tests alternative hypotheses that (1) an increase in student achievement associated with teacher inservice work may be accompanied by more positive attitudes towards science; or (2) that teachers may increase their students' achievement at the expense of less positive science…

Findings reveal that students who are skillful in perceptual restructuring attain significantly higher mean achievement scores in science, in knowledge of science, and in the ability to apply what has been learned in unfamiliar contexts than students with low structuring ability. (Author/MA)

Investigated various factors related to a project designed to increase scientific literacy of two age groups by simultaneously exposing middle school children and their parents to short science courses. Findings, among others, show that parents and children made significant gains in learning and that they found the experience enjoyable and…

Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…