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The Relationship of Pupil Control Ideology and Innovative Classroom Practices
Peer reviewed Peer reviewed
Jones, Paul L.; Blankenship, Jacob W. – Journal of Research in Science Teaching, 1972
Teachers who are classified as humanistic'' were perceived by students as using different teaching styles than those classified as custodial.'' The humanistic'' teachers tended to be perceived as using techniques more compatible with the recommendations of the Biological Sciences Curriculum Study writers. (AL)
Descriptors: Biology, Classroom Research, Discipline, Science Course Improvement Projects
The Effects of an Individualized, Self-Paced Science Program on Selected Teacher, Classroom, and Student Variables-ISCS Level One
Peer reviewed Peer reviewed
Lashier, W. S., Jr.; Nieft, J. W. – Journal of Research in Science Teaching, 1975
Conclusions include that, between Intermediate Science Curriculum Study (ISCS) courses and non-ISCS courses, there is no difference between the students' perception of both classroom activities and teacher personality traits. (MLH)
Descriptors: Curriculum, Educational Research, Science Course Improvement Projects, Science Education
A Summary of Research in Science Education for the Years 1968-1969: Elementary School Level
Peer reviewed Peer reviewed
Gallagher, James Joseph – Journal of Research in Science Teaching, 1972
Cites 124 references to science education research literature and summarizes research on instruction, curriculum, teacher education, developmental studies, teacher characteristics, and instrument development. (AL)
Descriptors: Cognitive Development, Curriculum, Developmental Programs, Elementary School Science
A Study of the Concerns of Science Teachers Regarding an Implementation of ISCS.
Peer reviewed Peer reviewed
James, Robert K.; Hall, Gene – Journal of Research in Science Teaching, 1981
A conceptual model, which provides insight into the individual concerns that teachers adopting a new program may express, was employed in a study of science teachers (N=139) adopting the Intermediate Science Curriculum Study (ISCS). Results from a 35-item instrument (Stages of Concern Questionnaire), demographic data, and recommendations are…
Descriptors: Curriculum Development, Junior High Schools, Questionnaires, Science Course Improvement Projects
Effects of Academic Ability, Time Allowed for Study, and Teacher Directedness on Achievement in a High School Science Course (ISIS).
Peer reviewed Peer reviewed
Burkman, Ernest; And Others – Journal of Research in Science Teaching, 1981
The simultaneous effects of two instructional variables of degree of teacher direction (student- versus teacher-directed) and time allowed for study and the student variable of general ability are described for student achievement (N=912) in three life-science instructional modules. (Author)
Descriptors: Academic Ability, Academic Achievement, Aptitude Treatment Interaction, Performance Factors