This study was concerned with the relationship of student achievement and teacher participation in National Science Foundation institute. Results indicated a positive effect from institute attendance; however, the significance of the effect varied by subject and grade level, and was influenced by factors outside the realm of this study. (SL)

Reports on the evaluation of two programs which followed the master teacher training model espoused by the National Science Foundation, but used different types of master teachers and activities. Different results were produced from the two evaluation methods; using both methods provided a clearer view of the strengths and weaknesses of the…

Identifies both, the priority perceived needs common to all science teachers, and the relationships between those needs and selected teacher variables. (GA)

Investigates the effects of combined learning cues (pretest and behavioral objectives) on the achievement levels of teachers in an inservice course. Subjects receiving the combined learning cues did not achieve at a significantly higher level than did those who did not receive the combined learning cues. (CP)

Employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. Indicates that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. (Contains 39…

Reports that teachers exhibit a stable degree of persistence in utilizing selected elementary and secondary NSF science curricula in the western United States. Differences between teachers trained in the NSF curricula and a control sample indicate that elementary workshop participants tended to utilize NSF-sponsored curricula longer than did…

Reports the teaching behaviors of instructors who (1) willfully and (2) under mandate adopted a new earth science syllabus. After a four year time span had elapsed, both groups exhibited similar behaviors. (CP)

Examines the development and usefulness of the Elementary Science Teachers' Preferences (ESTP) test. Findings suggest that this instrument is useful and valid in determining differences between teaching preferences of teacher-centered and student-centered teachers. Findings also indicate that polarized labeling of teachers is inappropriate. (MA)

Reports results of study examining the effect of inservice education program on middle school science teachers attitudes toward teaching and on teaching behaviors. A nonrandomized control group pretest/posttest design was used with a sample of 44 teachers. Results showed no significant attitude difference between the treatment groups. However,…

Investigates the relationship between dogmatism (inversely related to open-mindedness) and attitudes toward science of preservice elementary school teachers. Both groups had experienced an inquiry oriented science methods course. Significant negative correlations between dogmatism and attitudes were found for both groups. (CP)

Tests the effectiveness of three training methods as self-training materials in modifying questioning behavior including wait time of Thai high school chemistry teachers. Concludes that studying pamphlets and qualitative listening to audiotapes improves questioning; pamphlets study also improves wait time. (CS)

Reports effectiveness of modeling as teaching strategy on learning science process skills. Teachers of urban sixth through ninth grade students were taught modeling techniques; two sets of teachers served as controls. Results indicate students taught by teachers employing modeling instruction exhibited significantly higher competence in process…

Reports a study that investigated the relationship among (1) teacher's attitudes and implementation of inservice workshop developed learning cycle science materials, and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from 100 students from grades K-5 and 16 teachers…

Reports a three-year naturalistic study to determine whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes. (PR)

This study examined the relationship that exists between high school teachers' (n=25) understanding of the Piagetian developmental model of intelligence; its inherent teaching procedure, the learning cycle, and classroom teaching practices. The teachers who exhibited a sound understanding of the model were more likely to effectively implement the…