The retooling of elementary school teachers in science may provide some relief for the shortage of science teachers. An innovative program is described, with data presented to depict teachers' concerns, state anxiety, and attitudes. (MNS)

Describes the environments existing in Southwestern schools having a majority of Native American students. Concludes that the schools have a potential to promote Native American participation in science and mathematics, but they have high teacher turnover and limited amounts of professional contact and communication. (YP)

Investigates superintendents' needs in mathematics and science instruction. Used was a Likert-type questionnaire covering teacher quality, teacher supply, minority access, materials and equipment, and curriculum for non-academic students. A follow-up telephone survey examined the types of materials and equipment most needed. (YP)

A survey was sent to state departments of education and colleges of education to ascertain perceptions on the adequacy of the preparation of junior high school mathematics teachers, recommendations for inservice programs, and the existence of a shortage of well-trained teachers. Results from each group are summarized separately. (MNS)

A survey of science teachers was conducted to ascertain their perceptions of global problems, policy issues, and recommendations for curriculum and instruction related to the science-technology-society theme. The focus is on information on implementing the science-technology-society theme in school science programs. (MNS)

Describes a Saturday Academy containing three basic components (electrical engineering, computer science, and mathematics) designed to provide enrichment experiences for academically talented minority youth without cost to them. Discusses the results reported by parents, faculty, and alumni. (YP)

Proposes methods to improve scientific literacy in the United States by integrating science, mathematics, and technology in instruction that combines subject matter and pedagogical knowledge. Suggests seven steps leading to scientific literacy. (MDH)

Describes a workshop model administered for 10 days over a period of 7 weeks. The workshop was used to develop an elementary science curriculum in Trinidad and Tobago. The effect of the model on teacher attitudes toward science and science teaching was evaluated. (YP)

Analyzes efforts by school districts reorganizing science curricula in Illinois. Describes state goals for Illinois: Knowledge and Vocabulary; Science-Technology-Society; Scientific Enterprise; and Science Process. Discusses how school districts emphasize the 4 state goals for grades 3, 6, 8, and 11. (YP)

Reviewed is some of the literature concerning the development of sex stereotypical behaviors of boys and girls in mathematics. Early socialization in the home and in school are discussed. Suggestions for creating an unbiased atmosphere at school are suggested. (25 references) (CW)

Presented is an analysis of published research on students' conceptual development in the life sciences with the intent of providing information on the trends and content of those studies. A list of 128 references is appended. (CW)

Describes the Second International Science Study. Analyzes several variables mitigating the interpretative power of the study, including different needs and agendas, cultural bias, equivalence of data, data analysis, student retention rates, comparability of target populations, and test validity. (YP)

Discusses workshops featuring an interactive exhibit program for elementary science teachers. Science is learned in an inquiry-based mode and science teaching props are developed. Describes the interactive science exhibits, needs assessment, and workshop programs. Provides evaluation results of the workshop. (YP)

Reviews the effects of the first stage of the Better Elementary Science Teaching Project to overcome teacher isolation and help staff development. Describes the participants and features of the project. Reports the results of using telecommunication and academic achievements. Discusses implications for the project. (YP)

Evaluated the effectiveness of mathematics inservice for elementary teachers delivered in an institute format to improve the teachers' ability to provide meaningful, effective mathematics instruction. Describes the institute program and provides teachers' responses to questions related to mathematics teaching after the institute. (YP)