Eight low-productive sixth grade students were used in this token reinforcement study. Teacher direct reinforcement and liked-peer indirect reinforcement were both found to increase productivity. (CP)

Attitudes toward science, process skills knowledge and self-concept were all found to be significantly intercorrelated; self concept was the only predictor of achievement. (CP)

Examines strategies used by first grade children in performing a seriation task, using materials varying in length or weight. Most first-grade children employed a concept-task-strategy in serially ordering objects by length and weight. In addition Piaget's observation that length can be serially ordered before weight was upheld. (CP)

Reports a study to determine whether the level of logical thinking, as indicated by performance on a task requiring control of variables, of a group of low SES urban students could be increased through a series of instructional exercises carried out under ordinary classroom conditions. (Author/CP)

The construction of test items, the purposes of testing and criterion-referenced testing are topics debated by two researchers. (CP)

Advocates the analysis of student characteristics in determining the outcomes of instruction and the analysis of instruction to determine effects on student characteristics. (CP)

Develops a path-analysis model of critical variables affecting student enrollment in secondary school physics. A test of the model utilizing state provided data of physics enrollment in New York State resulted in the rejection of the model; however, significant critical variable results were obtained. (SL)

Investigated were relationships between student self perception and actual classroom behavior in problem solving situations of 201 elementary students. Results indicated students with positive self concept were more independent from teachers and peers. Dependance upon others by low self esteem students is more evident in higher grades. (SL)

Compared were effects of videotape and audio models on the acquisition of specific teaching skills in 48 preservice teachers. Results suggest both video and audio models produced effective behaviors more frequently than a no-model treatment. (SL)

Assesses the effects of model viewing and instruction in teaching strategy analysis on preservice teachers' selection of science teaching strategies and their attitude toward the role of the student. Results indicated model viewing and teaching strategy analysis instruction both positively affected teaching style and attitude. (SL)

Evaluates five methods of implementing curriculum change in terms of cost, usage rates, satisfaction, and the Havelock model of knowledge, dissemination, and utilization. (SL)

Investigated was the influence of instruction in process skills on preservice teacher achievement, attitude toward process skills, and their use of process objectives and activities in lesson plans. Results indicated preservice teachers receiving process skill instruction improved in all areas relating to process education. (SL)

Investigated was the development of word associations of physics students from age 12 to university graduates. Results indicated response availability increased with age, irrespective of science/nonscience distinction, but that associative indices could be useful as tools in studying early stages of learning. (SL)

Investigated were factors affecting student choice of academic orientations in science in secondary schools of Israel. Selection of a physical science stream of course work was found to be related to socioeconomic background. (SL)

Investigated were children's reactions when allowed to choose their own apparatus and perform experiments with appropriate directions available. Few students invented their own experiments; most followed the available printed instructions. (SL)