ERIC Number: ED092394
Record Type: Non-Journal
Publication Date: 1973-Jun
Reference Count: N/A
The Effects of Adopting the Revised New York State Regents Earth Science Syllabus on Selected Teacher and Student Variables.
Orgren, James; Doran, Rodney L.
This study investigated the effect voluntary or mandatory adoption of the Earth Science curriculum had on instructional procedures, teacher educational opinion, student achievement in earth science, and student ability to employ the processes of science. Selection of teachers resulted in three groups: (A) those forced to adopt the new syllabus, (B) those who voluntarily adopted the new syllabus, and (C) those who helped develop the syllabus. Both cross-sectional and longitudinal (pre-post) designs were used to test hypotheses formed. Data were collected from students and teachers. Adoption of the new syllabus did effect the predicted changes. Group A teachers did not employ teaching behaviors advocated to the same degree as did teachers from Groups B and C. Some fluctuations of teacher educational opinions did occur on initial experience with the new syllabus, but overall this variable seemed to be relatively stable, with differences across groups being detected. Results of tests suggested students perform best on the tests designed for the syllabus used by their teacher. The study failed to detect differences across groups or time with respect to student ability to employ the processes of science. (Author/EB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: State Univ. of New York, Buffalo.