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The goals of this research were to: (1) develop instruments useful in profiling the characteristics of teaching manuals used with grade 4 science textbooks and the effects of those manuals on teacher and pupil activities; (2) look at both high and low inference perspectives in making these profiles; (3) develop two instruments, one for elementary classroom teachers and the other for their pupils; and (4) use samples from these science education populations plus the judgments of science education professionals to profile two commonly used science teacher's manuals. Teaching manuals were analyzed because they are thought to be especially influential in elementary classrooms where reading is still not a fully developed skill. Since they are often the source for process-product/inquiry activities, teacher's manuals often play a central role in determining the quantity and quality of hands-on experiences students have. The instruments were administered to 30 fourth-grade teachers in five states who use the Silver Burdett, Merrill, or Scott Foresman text series. Seventeen teachers returned their answers as well as those of their 360 students. The graphical comparisons of teacher responses show both similarities and differences between the various teacher's manuals. Teacher and student survey forms are appended. (MVL)

A study was conducted to determine whether extensive vocabularies increase students' notetaking skills. The subjects, 45 volunteer college seniors involved in elementary and secondary student teaching, were given both the Nelson-Denny Reading Test (Form A) and the Peabody Picture Vocabulary Test (revised), as well as the general information subtest of the Peabody Individual Achievement Test. After testing, subjects were read a three-page essay and told to take notes in anticipation of a test. They were later given 25 multiple choice questions about the essay, and their responses were machine scored. Results indicated that students' ability to integrate new information with previous knowledge or existing schemata was more likely to help them learn and retain information than were their vocabularies or reading skills. Further research on what particular aspects of notetaking aid future recall and more long-term studies of the encoding/retrieval dilemma are indicated. (Tables of results and 26 references are included.) (AEW)

Social skills instruction and appropriate individualization of instruction can help mainstreamed handicapped children become accepted by their peers. Modeling (practicing demonstrated behaviors), prompting (correcting behavior when signaled), and feedback (giving corrective guidance) are used to teach the handicapped student such important social skills as accepting responsibility for one's actions, solving problems, negotiating, engaging in conversation, following instructions, accepting and giving feedback, and resisting peer pressure. In order to provide this instruction in the least restrictive environment, the classroom teacher must have adequate preservice and inservice training. (CL)

A norm referenced model was used to evaluate the relative effectiveness of intervention efforts with 3,896 learning disabled elementary and secondary school children. Ss were tested on the Wide Range Achievement Test. Significant growth was observed in students from resource and self contained classrooms. Gains did not appear to vary with the intensity of the intervention program. (GW)

Research literature supports the contention that teachers should be involved in program design, implementation, and evaluation of inservice education programs. This study was an attempt to gain information concerning the self-perceived inservice needs of teachers in an urban setting. Six areas of need were identified: (1) developing pupil interpersonal skills; (2) implementing instruction; (3) planning instruction; (4) classroom management; (5) individualizing instruction; and (6) diagnosing student needs. Additionally, it was found that number of years teaching, teaching degree held, and teacher perception of student socioeconomic status were related to the importance teachers attached to these areas. Results of this study support the notion that program developers should take into account the differentiated inservice needs of teachers. (Authors/JD)

The presence of moisture in asphalt can reduce the cohesion between binder and aggregate, and can thus lead to premature deterioration of the pavement structure. This issue is particularly relevant in the UK, as well as other areas around the world, where records suggest climatic trends showing increased total rainfall, and increased frequency of periods of very wet weather. Detection of locations where excessive moisture may be present, or where moisture ingress may be occurring, is important for the maintenance of asphalt pavements. The dielectric properties of asphalt are heavily influenced by the amount of water in the material. Data from ground penetrating radar (GPR) investigation can be used to estimate asphalt dielectric properties, and hence to assess areas of relative moisture content, although it is often difficult to quantify absolute moisture amounts. This paper describes a series of laboratory tests conducted using asphalt core samples taken from road pavements, to establish the relationship between moisture content and the dielectric values determined from GPR data. It has been possible to observe and quantify the asphalt dielectric constant as it changes as a result of changing moisture content. The results of this study can be used to improve estimates of moisture amounts from GPR data obtained from asphalt pavements, and to quantify the effect on dielectric values that increases in moisture content may produce. The findings from the work can assist in producing more confident and accurate outputs from GPR pavement moisture investigations. [ABSTRACT FROM PUBLISHER]