Discusses the need for alternate texts, at different reading levels, to increase chances of success in science courses. Describes methods of assessing reading level, and equitable evaluation techniques where students have used different level texts. (AL)

When pre-test scores were used as the covariate, students taught by a conventional teacher-directed class were not significantly better on the post-test than students taught by a combination of independent study and teacher-directed methods; both groups achieved better than did a class using only independent study methods. (AL)

Describes classroom model of disease transmission, demonstrating the transfer of Serratia marsescens by direct contact and the detection of the infected" person. (AL)

Examples of scoring protocols, reliability data, and the relationship between components of a laboratory examination are reported. Differences between BSCS and non-BSCS biology students are examined. (AL)