This study uses a new-to-educational-research methodology, based on the legal process, to build a case that U.S. students have been largely ignored in discussion and planning for their own, presumed futures. A variety of evidence, from two large and distinct data bases, is drawn together to show: (1) students perceive their classrooms in ways…

Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables…

This study investigated the national impact of the Collaboratives for Excellence in Teacher Preparation program (CETP). Impact of the program was examined in two different settings: institutions of higher education, and K-12 science and mathematics classrooms. The focus of this study was to determine the impact of the CETP program on the…

A survey of 55 colleges showed that the learning environments in introductory science courses are not always as supportive as they should be. Furthermore, most innovative teaching techniques, as recommended by the National Science Education Standards (NRC 1996), are used only occasionally, despite students viewing them as helpful.

The "No Child Left Behind" (NCLB) Act has made schools accountable for assuring adequate yearly progress of students. Therefore, it has become critical to identify school-level variables that can be controlled to affect student achievement, especially given that, thus far, most school reform efforts have failed to significantly affect student…

Compares the costs of four assessment formats: (1) multiple choice; (2) open ended; (3) laboratory station; and (4) full investigation. Tracks the amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices as they were developed. Compares times as if 1,000 students completed each assessment.…

Argues that science educators often face the problem of abnormal distributions when conducting large-scale assessments or evaluating national curriculum projects that require complex sampling plans. Examines the precision of science test scores. (DDR)

Examines the perception of the learning environment among different subgroups of students within science classes. Identifies variables that can promote effective science-learning environments for all students. Compares the perceptions of male and female students and of black and white students in the same class. Contains 41 references. (DDR)

Described is the development of a course for future science teachers through the collaboration of middle school teachers, mathematicians, scientists, and science educators. The experience of the team approach and a field test of the resulting activities are discussed. (CW)

Describes a teaching assistant (TA) training program to improve quality of a college physics course. Presents the goals and structures of the physics course and the TA training program. Describes the formative evaluation procedure and its role in developing the training model. Concludes that students in the physics class valued the recitation and…

Administration of a modified Learning Environment Inventory (LEI) to 27 high school classes (science and nonscience) on three separate occasions indicated that student perception of classroom environment as measured by the LEI is consistent over time. (MLH)

Students from 84 biology, 113 chemistry, and 41 physics classes drawn from midwestern states completed the Learning Environment Inventory and the Science Attitude Inventory. One out of ten LEI scales predicted attitude scores of biology and chemistry students, and none was found for physics students. (MLH)

Students perception of the social learning environment in secondary school science courses were examined. The different environments that were perceived within the individual science courses and results, examined in light of student interest in science, are discussed. (BT)

In a sample of secondary science teachers and students, a significant relationship was found between nine teacher variables (subject matter knowledge, attitudes, and other descriptive characteristics) and three measures of student achievement and attitude. (MLH)

This study compared the classroom environments as perceived by fourth-grade, seventh-grade and high school boys and girls in classes taught by males and females to determine if any perceptual differences existed. The analyses showed no differences for fourth-grade students, one for seventh-grade students, and three for high school students.…