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As a part of Project TAPE (Tactics for Applying Programs in Education), sponsored by the National Science Foundation and implemented by the University of South Dakota, mass media channels (television, newspapers, radio, educational journals, and directed mailings) were used to create awareness for new National Science Foundation-supported elementary science curricula. This paper includes a section of the questionnaire mailed to a randomly selected sample of the general public, elementary teachers and elementary principals at the conclusion of the project. Survey results revealed that: (1) the use of media channels increased the awareness of principals and teachers, but had little or no effect on the awareness of the general public; (2) there was a definite difference in degree of awareness, with principals being the most aware and general public being the least; and (3) in terms of effectiveness, letters and brochures were most frequently cited, with television and friend/colleague communication listed next. (CS)

To determine methods by which elementary science teachers learn to use instructional materials, the University of South Dakota, as part of the National Science Foundation-sponsored project TAPE (Tactics for Applying Programs in Education), mailed a questionnaire to a randomly selected group of elementary science teachers in South Dakota, Iowa, Nebraska, and Minnesota. Data collected in the survey indicated most elementary science teachers learn about their science instructional materials as they use them. Teachers using NSF-financed elementary science curricula are more active in learning how to use their curricula than are the teachers in the non-NSF programs, frequently learning to use their curricula through college courses, workshops, independent study or textbook representatives. Also, while most elementary science teachers report satisfaction with the curriculum they are using, those teachers using NSF curricula express a significantly higher degree of satisfaction than those teachers using non-NSF curricula. (Author/CS)

The study was conducted to provide formulae by which College-Level Examination Program (CLEP) General Examination scores may be predicted from scores earned on the American College Test (ACT) Assessment. Five basic areas of liberal arts achievement are measured by the CLEP General Examinations: English Composition, Humanities, Mathematics, Natural Sciences, and Social Sciences and History. The ACT subtests measure similar achievement areas. The study was conducted in response to requests from students seeking prior information about their relative chances for success or passage on CLEP examinations. Formulae were developed for predicting CLEP General Examination scores from ACT Assessment data. The predicted CLEP scores, considered with standard errors of estimate, may be compared to institutional cut-off scores to determine an examinee's probability of success. This could assist an examinee in determining the advisability of investing time and money in the CLEP General Examinations. (DWH)