In studies relating teacher effectiveness and student achievement, the establishment of empirical relationships between teacher behavior as an independent variable and student behavior as a dependent variable is essential. Problems concerned with instrumentation, methodology, and statistics of such research are discussed. (BT)

This study attempted to investigate relationships between pupil achievement and teacher verbal activity. Twelve teachers were recorded/observed teaching four lessons each to groups of 10 sixth-grade children. Results were not significant. (SL)

In this study 126 high school students were administered the Karplus Island Puzzle and interviewed individually to determine if the puzzle measured Piagetian-type operational thinking. Results indicated that the puzzle did not characterize an individual's cognitive level. (SL)

Evaluated is a Science Process Skills test to determine instrument reliability and validity for measuring science inquiry skills of inference and verification. Students involved were fourth, fifth, and sixth graders. Results indicate the instrument is valid, but reliability is low, particulary for the inference subtest. (SL)

This study was concerned with student transition from concrete to formal cognitive functioning. Results of training 32 fifth-grade and 32 seventh-grade students indicated that instruction can effect the desired transition of ability to isolate and control variables. (SL)

This study was concerned with the relationship of student achievement and teacher participation in National Science Foundation institute. Results indicated a positive effect from institute attendance; however, the significance of the effect varied by subject and grade level, and was influenced by factors outside the realm of this study. (SL)

Investigated were 27 elementary teachers to determine how the factors of dogmatism, attitude towards science, and congruence with new curriculum influence the adoption of new science programs. Teacher congruence with new science courses and attitudes toward science both correlated negatively with dogmatism. (SL)

Investigated were 286 third-year elementary education students to determine instructor characteristics which most enhanced credibility in courses intended to develop a positive attitude toward teaching science. High credibility characteristics included: reference to practical activities, modeling teaching modes, past teaching experience,…

The purpose of this study was to develop an instrument for determining secondary science teachers inquiry attitudes. Forty items were selected to form the Inquiry Science Teaching Strategies instrument. Instrument construct validity and reliability were developed by use of known groups. (SL)

Investigated was the hypothesis that conservation tasks are unifactor by administering eight different conservation tasks to 96 seventh-grade science students and performing a principal component analysis on the data. Results indicated that conservation tasks may measure up to three different components of cognitive thought. (SL)

Presented are the results of an approach to teaching physical chemistry designed to increase student motivation. Student achievement in a course utilizing motivation variables such as self-pacing, no dropping of grades, no pop-tests, and taped lectures, indicated significant gains over a course taught by a traditional approach. (SL)

Investigated was the involvement in the Iowa-UPSTEP preservice teacher education program on the development of a more positive self-concept among students. Pretest-post test of 22 students in each program indicated more significant gains among the experimental group. (SL)

Explores hypothesized interrelationships between levels of moral valuing (Kohlberg) and three aspects of environment-related behavior: environmental knowledge, emotionality, and activity. Four standardized instruments were administered to 140 college students. Findings revealed that subjects were more emotionally involved with the environment than…

Investigates the consequences of inquiry and didactic teaching when students either cooperate or compete with each other on (a) students' acceptance of the teaching method, (b) their approval of the teacher, (c) their experience of peer support, and (d) their beliefs that they have learned. Eighty fourth and fifth grade students were randomly…

Describes research undertaken to determine if Science Curriculum Improvement Study (SCIS) can be instrumental in helping children either maintain or develop a positive self-concept. A total of 189 students in grades 3-6 were assigned to treatment and control groups for a period of four and one-half months. Findings did not reveal overall…