Investigates whether placement of pictorial adjuncts before or after related textual material enhances instructional effectiveness for learners of varying ability. Junior high students (N=84) were randomly assigned to one or three treatments in which a diagram of the hydrologic cycle was inserted before, after, or omitted from the text. (CS)

Describes a study designed to explore sources of influence on the judgements made by science teachers related to school characteristics, classroom features, and properties of a science curriculum. Results suggest that teachers' judgments center around concern for student ability and interest, teaching methods, and school spirit and morale. (TW)