Student teachers instructed in techniques of deliberate set induction produced greater achievement and retention in their students than student teachers given no instruction in this teaching technique. (AL)

Conventional lecture-discussion of a biology unit on plants, animals, and environment" was compared with present action via a programmed text. There were no significant differences between students' scores on immediate and delayed post-tests attributable to instruction by programmed text or normal class instruction. (AL)

Reviews nearly 70 films. Included for each entry are the title, country of origin and date, the distributors and type of distribution, mechanical details and credits, a short description of the content of the film, a brief indication of the background knowledge assumed (if necessary), and a coded evaluation of function. (PR)

Presents the procedures, results, and conclusions of a study to determine students' understanding of science after they studied integrated science for a year in grades 7-10, in school near Melbourne, Australia. Analysis of responses to Test On Understanding Science (TOUS) found a number of common deficiencies and no significant gain. (DS)

Presents the procedures, results, and conclusions of a study designed to see if mathematical deficiencies can be inferred from PSSC students' performance by using a hierarchical model of requisite skills. Assuming inferences were possible, remediation was given. No effect due to remediation was observed but analysis indicated incidental learning…

Presents the procedures, results, and conclusions of a study designed to compare the cognitive performance of students from a new curricula (PSSC) and from traditional (non-PSSC) curricula. Results essentially supported contention that PSSC materials were more effective in developing higher cognitive skills. (DS)

Describes a study of two classes composed of randomly selected students. Results suggest that the individualized (self pacing) approach was superior to the group approach in producing better attitudes both toward science and toward the teacher's ability to make the material understandable. (PR)