Textbooks play an important part in the instructional process. The purposes of this study were to develop an instrument to identify the characteristics of high school physics textbooks, and examine how appropriate the currently used textbooks were for teaching and learning physics. The criteria were identified and the instrument was developed with…

Since there is an increasing recognition to address the need to move practicing teachers to a higher standard of practice, mentoring or coaching has been receiving increasing attention. A variety of tools has been developed to make these relationships more effective. Work within a recent mentor project indicated current tools were not detailed…

Indicates the difficulties for teacher educators in developing the content of courses because of changing conditions. Questions the context of the Concept Presentation assignment and asks how to progress in understanding the reflective processes involved in collaborative efforts inquiring into and improving professional practice. (Contains 30…

Explains the relationship between middle school practices and teachers' self-efficacy beliefs. Studies the differences in science teacher efficacy and outcome expectancy, and compares teachers' self efficacy levels in middle and junior high schools. (Contains 57 references.) (YDS)

Describes the Teacher Orientation to Science Instruction (TOTSI) instrument, which comprises a set of statements on eight characteristics of science teaching. TOTSI evaluates teacher assumptions to indicate what type of curriculum best suits the teacher's abilities and preferences. (MLH)

Discusses benefits of a field studies program in which problems are initiated by students and participation is unlimited. Formal proposals outlining details of the research, finances, and logistics are written and submitted to the board of education by the students themselves. (CS)

Cites examples of classroom episodes illustrating how values of science can be supported by the classroom teacher. Values of science are identified from the 1966 publication of the National Education Association, "Education and the Spirit of Science." (CS)

Described are five fallacies commonly occurring in programs designed to implement individualized instruction into a curriculum; these fallacies can cause controversy and discontent. Alternatives for implementing individualized programs are also discussed. (SL)

Described is a personalized self-instruction science program implemented at Cambridge School, Boston. The program consists of five-week modules, in each science area, which the students select. (SL)

Described is a method of utilizing nomographs to increase student interest in mathematical computations, an experiment dealing with freezing water which students can perform at home, and a technique for interdisciplinary lesson planning. (SL)

Describes the NSTA Guidelines for Self-Assessment of Secondary School Science programs with the emphasis being placed on improving programs on a local level as the critical issue. Information on ordering the complete set of self-assessment materials is included. (BR)

Provides background information on demography to encourage implementation of population education in secondary classrooms. Included is a pretest-posttest to determine knowledge levels on basic population facts. (BR)

The article urges teachers to keep an open mind concerning UFO's and to develop this open-mindedness in students as well as critical thinking. Includes a bibliography of readings on UFO's. (BR)

Describes remedies to help students read chemistry texts for increased understanding. Some of the suggestions include reading aloud, illustrating, and organizing students into small groups. (BR)

Describes an interdisciplinary humanities program in Cedar Falls, Iowa, which incorporates science with five other disciplines. The article outlines the units used as well as the science-related activities and suggests program evaluation techniques. (BR)