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Experimental programs in the teaching of science, introduced in two small schools in Colorado, are discussed and evaluated by the teachers involved. The first program is a student-directed approach to the teaching of biology, with an emphasis on scientific processes rather than traditional subject matter. The second program of individualized instruction is in advanced science research. A complete discussion of program planning and implementation is presented. In both cases, the instructors felt that their students gained in self-discipline and that this gain would be of much benefit in their future schooling. Also, in both cases, the teachers were planning to continue the new approaches to the teaching of science. (DB)

An individualized inservice training program was developed for teachers in Project PLAN (an individualized instruction program in 13 school districts throughout the U.S.). The program consisted of a preservice conference and inservice consultant services designed to encourage specific teaching behaviors. The 17-category Teacher Observation Scale (TOS) was developed for use in measuring behavior changes. It includes five behaviors on which PLAN teachers are expected to spend more time (diagnostic and didactic inquiry, decision facilitation, leading small group discussion, tutoring, giving positive verbal and nonverbal messages) and five on which they are expected to spend less time (solution giving, providing content, giving a negative verbal or nonverbal message, managing records and computer materials, managing learning material and equipment). Materials developed for the 1968-69 training program included modules on use of the computer, classroom organization, and individualization of instruction and video tape models of tutoring and group discussion behavior. Analysis of teacher behavior using TOS with PLAN teachers and a control group led to changes in the second year's training program to place more emphasis on teacher planning, classroom organization, and use of positive reinforcement. Fall 1969 TOS data showed that teacher behavior was moving in the direction of desired change; further examination and modification will be made after analysis of spring 1970 data. (JS)

An inservice development program was designed to insure that teachers acquire skills crucial for the operation of an individualized program, that these skills be acquired in a relatively short time, and that transfer be made to the classroom setting. The program consisted of (1) two preservice conferences covering information on materials organization, room arrangement, computer services, individualizing the student's programs, tutoring and counseling skills and (2) inservice consultant services. Behavioral objectives were written to be achieved in the conference setting and performance criteria developed to define desired classroom behaviors. Materials were presented as modules consisting of sets of objectives and activities which could be completed independently or with partners or small groups; they included written material, filmstrips, slides, and problem-solving games. Training conference activities incorporated the social learning techniques of scheduled reinforcement, imitation, and successive approximations. The use of consultants as change agents provided the means for individualization of the affective variables. Consultants visiting a teacher's classroom identified and reinforced some desired behaviors and aided in the acquisition of others through such techniques as review and supplementation of conference materials, reinforcement of approximations of appropriate behavior, and several types of modeling procedures. (JS)

A study was conducted to determine the effectiveness of the PLAN teacher training program in changing teacher classroom behavior. The program, to train teachers in skills specific to the use of the PLAN system of individualized education, included a 2-day spring 1969 session, a 3-day summer conference, a fall minicourse, and inservice consultant training. Subjects were 24 PLAN and 12 Control teachers in Eastern districts and 36 PLAN and 14 Control teachers in Western districts. Using the PLAN Teacher Observation Scale (TOS), trained observers collected data on 21 categories of teacher behavior totalling one hour observation for each teacher in fall 1969 and in spring 1970. It was hypothesized first that PLAN teachers at the primary, intermediate, and secondary levels and all levels combined will spend more time than Control teachers in a) diagnostic and didactic inquiry, b) decision facilitation, c) leading small group discussion, d) tutoring in a small group, and e) giving positive verbal or nonverbal messages, and second that Control teachers at the same levels will spend more time than PLAN teachers a) providing content in small or large group discussion, b) giving negative verbal or non-verbal messages, c) managing records, d) managing learning materials and equipment, and e) interacting with a large group of students. Hypothesis 1 was partially supported in a, b, c, and d. Hypothesis 2 was supported in a and e and partially supported in b. (See also SP 004 464, ED 037 413, ED 037 414, and ED 034 729.) (JS)