Teachers required to use an Elementary Science Study (ESS) unit during student teaching tended to use more of the techniques advocated by ESS in their own classes one year later than did teachers allowed to plan their own approach during student teaching. (AL)

"Creativity training may be included as a portion of an existing elementary methods course and effect gratifying creativity improvement with no loss in subject-matter achievement." The possibility that "the creativity-trained person becomes more creative because he values creativity more" suggests a modification of Guilford's Structure of…

Forty-two independent achievement measures recorded from grades four to ten accounted for two-thirds of the variance in STEP science achievement scores, indicating that personality and motivational factors may need to be considered when grouping for instruction is done. (AL)

An electronic student response system was used in teaching college biology to non-science students. Achievement of this treatment group was compared with that of the control group (not utilizing the response system). The only statistical significant difference found in an analysis of covariance was an interaction between treatment group and time…

The time between asking a question and accepting an answer or proceeding with the lesson is reported for five lessons for four instructors. There was little change during four weeks of instructor-supervisor conferences intended to alter questioning techniques. (AL)

Grade six students were taught Newton's Second Law of Motion by a linear program, a lecture, or a video-taped lecture, with three different response modes: written responses to all questions, to one-third of the questions, or to no questions. There was no significant difference between teaching method, but the higher the overt response rate, the…

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)

Compared with students receiving tutorial assistance from teaching assistants and with those with no tutorial assistance, students using CAI programs achieved higher test scores, particularly in the areas of nomenclature, organic reactions, and organic syntheses. (AL)