Data from 60 observations of 10 teachers and 10 each of their students showed that type/quality of teaching strategy predicted 37 percent of variance in engagement and that the more indirect the teaching strategy, the greater the students' involvement in learning tasks. Implications of these and other findings are discussed. (Author/JN)

Examined management behaviors of junior high science teachers (N=16) and the relationship to task involvement of students operating in small group laboratory settings. Results of 91 observations indicate that teacher behavior was directed in three ways: whole class, small groups, and nonclass related. Implications for science instruction are…

Results of modifying mastery learning strategy to two diagnostic cycles with high school chemistry students (N=156) indicated that achievement of mastery learning students was significantly greater than that on nonmastery learning students. Attitudes toward science/science instruction were not significantly different but were positive in both…

Examined relationships between teaching behaviors and student engagement in 13 middle school science classes. Results indicated that seven managerial variables and four instructional variables were significantly related to student engagement rates. Types of tasks allocated by teachers were also significantly related to types of tasks undertaken by…

Investigated effects of limited oral/physical teacher intervention on object manipulation by preschool/early elementary children (N=70). Experimental students had magnets placed in their hands and were orally invited to explore. Results indicated differences between experimental/control groups in time spent with objects, number of activities…