Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Discusses research on kinetic structure, a microstructure concept (concerned with sequential organization of individual verbal statements or individual behavior acts). (PEB)

Describes the experiences of teachers (n=7) and science-oriented experts (n=20) involved in the Elementary Science Integration Project designed to promote science as central to cross-curricular studies. Results revealed the influence of teachers' scholarly and pedagogical orientations on the way they think about science-language-arts connections.…

Findings indicate that students whose teachers support their competence to make classroom decisions, compared to students whose teachers do not, are confident and more committed to making classroom decisions. Students in a cooperative learning structure, compared to those in a competitive one, expect enjoyable and productive decision-making…

Points out that the pupil control ideology of student teachers, as a group, did become significantly more custodial during student teaching. Findings indicate that if a teacher feels threatened unless students are rigidly controlled, effective use of inquiry curricular materials is reduced. (LS)

Twenty-eight secondary science student teachers were included in a self-evaluation study. The instrument consisted of 89 statements describing observable teaching behavior. PGR was found to be useful in teacher evaluation when used with video tape observations. (LS)

Determines the effect on inquiry of different contingencies of reinforcement. Classes of biology students were exposed to one of four treatments: verbal reinforcement and mimicry; using student ideas as reinforcers; using special privileges as reinforcers; and no reinforcement. Results include verifications that verbal reinforcement and mimicry…

Investigates a number of factors underlying junior- and senior-high science teachers' beliefs and behaviors. A Science Classroom Behavior Q-Sort was developed and administered to 67 teachers. Analysis of results sorted teachers into three distinct groups; tables list the five highest and five most distinctive beliefs of each group. (CS)

This summative evaluation of Teacher Corps' training programs assesses the overall effectiveness of the training in terms of changes in intern teaching behavior. Five behaviors changed in frequency significantly and support is provided for the use of modeling, feedback, practice and reinforcement to influence teacher behavior. (BT)

Addresses the significance of teacher role in the control of student behavior in laboratory groups. Elementary school science classes were observed and videotaped. Changes in interaction setting (teacher-class, pupil-pupil, and intervention) or "treatments" were noted for each class. Conclusions are made concerning teacher interventions…

Evaluated the comparative efficacy of the three most popular classification systems in terms of preservice elementary school teachers' ability to classify questions and their attitudes toward questioning. The classification schemes used were those of Aschner, Bloom, and Sanders. Advantages of the Aschner-based system are discussed. (CS)

Investigated the effects of variation in teacher wait-time on science achievement for students (N=733) in 11 Australian middle schools. Conclusions provide evidence that the extension of teacher wait-time produces desirable changes in achievement. (CS)

Describes a study using two types of macroanalytic analyses of observed teacher behaviors in the classroom. The findings of the study showed one of the macroanalytic techniques to be more effective as it identified broader behavior patterns occurring over longer periods of time. (MLH)

Presents some considerations about the variable of "wait time," a pause after a teacher question so that students can think or a pause after a student statement. (PEB)

Two teacher behavior patterns differing in the degree of directiveness utilized by the teacher were investigated. The results show that teacher behavior does effect student behavior in elementary science classes where hands on activities are employed and presents evidence that materials, activities, and curricula cannot be made teacher-proof. (BT)