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This document describes a learning modules review process implemented at Governors State University. The review process was designed to: (1) assess the relevance of each learning module to instructional program needs; (2) enhance the quality of the content of each learning module; (3) improve the effectiveness of competencies and instructional objectives as devices for communicating ideas to students; (4) assure the quality and internal consistency of competencies, student work, and evaluation; (5) increase the likelihood of equitability among different learning modules in the amount of work required of students for the credit granted; (6) aid in the development of learning module components; and (7) enhance the professional development of all faculty members. (MJM)

The author summarizes his observations of interactions in two classes of an individualized, self-paced, laboratory-based high school science course for students who normally do not take physics or chemistry. Based on these and other observations of classroom behavior of teachers and pupils the author postulates that two agendas are operative in classrooms. The primary agenda is that of the teacher and consists of the instructional program or formal curriculum. The secondary agenda consists of what the students have in mind. Generally students acquiesce by accepting the concerns of the teacher. However, in some situations students do not acquiesce but instead engage in a kind of guerilla warfare with their teachers. They perceive the primary agenda as irrelevant and attempt to sabotage it in many ways, such as not bringing books, pencils or paper to class, making jokes, and numerous other techniques. The phenomenon of guerilla warfare is considered to be widespread in all types of communities. A careful study of secondary agenda to determine its cause and prevention is recommended. (PR)

Sixty pupils from the third grade of a public school in a middle class suburban community were randomly assigned to four groups. Pupils in one of the groups were given, individually, a two-lesson instructional sequence using the audio-tutorial mode. Pupils in a second group were given the same two-lesson sequence in the teacher-directed, group mode. Pupils in the third group were given the first lesson of the sequence individually, in the audio-tutorial mode, and the second lesson as a teacher-directed group. Lessons were adapted from the SCIS Interaction unit. Data from this study show that: (1) Pupils instructed in the individual, audio-tutorial mode were distracted overtly for a small proportion of instructional time than pupils who were instructed in the teacher-directed group mode: (2) Pupils who were instructed by a combination of the modes defined interaction on the posttest more frequently than pupils who were taught by either mode alone; (3) Pupils who were instructed individually were better able to generalize across several exemplars of interaction than pupils who received instruction in groups; (4) Pupils who received part or all of their instruction from a teacher identified interacting diads more frequently than pupils who receive instruction individually. (BR)

Reported is a comparative study on the attitudes of physics and chemistry students in high schools toward science, scientists, science teachers and "myself as a scientist" compared with those of students who had taken neither course. A semantic differential test, a sentence completion test, and a word association test were used in the test battery. Findings included the following: (1) students who took physics and chemistry demonstrated more favorable attitude toward science, science teachers and "myself as a scientist," (2) girls demonstrated more favorable attitudes than boys toward scientists and science teachers, (3) boys demonstrated more favorable attitudes than girls on "myself as a scientist," and (4) no significant differences were detected between boys and girls toward science. (GR)

One of a series (see SE 511 541, 543, and 544) of articles dealing with views of individual science educators concerning the future of secondary science education as exemplified by developments at the individual's college or university. Briefly described in this paper are some developments at Governors State University which serves an urban, commuter student population. (PEB)

Data collected by testing every senior in 64 high schools affiliated with the Educational Research Council of America will be used as baseline data for science curriculum research and development. Students were randomly assigned one of the following tests: Iowa Tests of Educational Development--Test 2, General Background in the Natural Sciences; Processes of Science Test; Test on Understanding Science; Test on the Social Aspects of Science; Iowa Tests of Educational Development--Test 6, Interpretation--Natural Sciences; Watson-Glaser Critical Thinking Appraisal; Science Attitude Scales; or Thinking Creatively With Pictures and Thinking Creatively With Words. Sample size, mean, and standard deviation of the scores for each test were computed and compared with available published norms. (AL)

Tested was the hypothesis that a sequential, linguistically-oriented program of instruction in written sentence structure and in the relationships between written and oral sentences will produce significantly greater achievement in sentence construction than the traditional English program. Nine classrooms of students (grades 3-5) participated in the experimental program, while another group equivalent in sample size, IQ, sex, and socioeconomic background comprised the control group. Control group curriculum contained aspects of traditional grammar and selected usage and writing activities, while the experimental program consisted of the linguistic-oriented "Roberts English Series"; inductive, sentence-building exercises designed by the investigator; and learning strategies based on investigations of English sentences. Evaluated were the student's ability to construct sentences from randomly selected words, to recognize sentence units in nonpunctuated paragraphs, and to determine morphological and punctuation errors in context. Also determined were mean T-Unit lengths and subordination indices. Data results significantly favored the experimental groups at all grade levels. (Author/JMC)

Presents the procedures, results, and conclusions of a study designed to examine the differential effects of instruction, audio-tutorial mode and the teacher-directed group mode. Subjects were 60 third grade pupils using the Interaction Unit of the Science Curriculum Improvement Study. The effects of a combination of the two instructional modes were also studied. (LC)

Cites 124 references to science education research literature and summarizes research on instruction, curriculum, teacher education, developmental studies, teacher characteristics, and instrument development. (AL)