Descriptor
Source
| Science Education | 8 |
Author
| Harty, Harold | 8 |
| Jones, Dan R. | 2 |
| Enochs, Larry G. | 1 |
| Kagan, Martin | 1 |
| Repicky, Paul A. | 1 |
| Salama, Galal | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
Education Level
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
| Egypt | 1 |
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Peer reviewedRepicky, Paul A.; Harty, Harold – Science Education, 1975
Discusses aspects of planning a science teacher education program, and ways to evaluate such programs. Describes a course for prospective secondary science teachers that is designed to aid in program evaluation. (MLH)
Descriptors: Educational Programs, Evaluation, Field Experience Programs, Higher Education
Peer reviewedKagan, Martin; Harty, Harold – Science Education, 1979
Presents an evaluation design and strategy for preservice preparation of elementary school teachers in science. Five evaluation dimensions are discussed: population definition, academic concerns, implementation, program team functioning, and attitudes. (HM)
Descriptors: Attitudes, Educational Assessment, Elementary School Science, Evaluation
Peer reviewedJones, Dan R.; Harty, Harold – Science Education, 1978
Reports a study made to determine the perceptions of secondary science teachers with respect to their preferences for classroom instructional approaches and management strategies. (SL)
Descriptors: Educational Research, Instruction, Instructional Design, Perception
Peer reviewedHarty, Harold; And Others – Science Education, 1987
Describes a study which sought to determine whether differences existed between girls and boys in terms of their concept structure interrelatedness competence (ConSIC) in the areas of physical science, life science, earth sciences, between sciences, within sciences and across all sciences by measuring ConSIC. (ML)
Descriptors: Academic Ability, Cognitive Processes, Concept Formation, Elementary School Science
Peer reviewedHarty, Harold; Salama, Galal – Science Education, 1985
Investigated attitudes toward lectures, self-concept, and locus of control of Egyptian middle school teachers with (N=40) and without (N=40) professional educational training. A set of more desirable attitudes toward lectures, higher self-concept, and greater internal locus of control were found in the group with professional training. (DH)
Descriptors: Elementary School Science, Intermediate Grades, Junior High Schools, Lecture Method
Peer reviewedHarty, Harold; And Others – Science Education, 1984
Reports no significant differences between the attitudes toward science teaching of students in campus-based and field-based teacher preparation programs. However, field-based teachers (N=39) were significantly more custodial in their pupil control ideology than teachers (N=43) in the campus-based program. (JN)
Descriptors: Elementary Education, Elementary School Science, Field Experience Programs, Higher Education
Peer reviewedEnochs, Larry G.; Harty, Harold – Science Education, 1983
The "Implementation Proneness Typology" was developed to facilitate examination of a teacher's implementation to new innovations in a quantitative manner. Dimensions considered include assertiveness, surgency, conscientiousness, venturesomeness, imaginativeness, shrewdness, experimentiveness, self-sufficiency, humanistic classroom…
Descriptors: Elementary School Science, Elementary Secondary Education, Inservice Teacher Education, Measures (Individuals)
Peer reviewedJones, Dan R.; Harty, Harold – Science Education, 1981
Investigates the influence of the student teaching experience on the change in attitude toward classroom management in secondary preservice science teachers (N=19). Two measures of classroom management orientation administered before and after the student teaching experience were examined, along with demographic dimensions of gender, science area,…
Descriptors: Attitude Change, Classroom Environment, Classroom Techniques, Discipline
