The integration of mathematics and science in teaching facilitates student learning, engagement, motivation, problem-solving, critical thinking, and real-life application. Although curriculum integration is theoretically desirable for many educators, what to integrate and how to integrate are often the big questions facing teachers working within…

The purpose of this research is to compare American and Albanian students' achievement in Algebra 1 and to identify the educational practices that influence students' achievement in each country. The study compared algebraic solving abilities of 242 ninth-grade American students in Grand Forks (U.S.) and 219 students in Durres (Albania). The data…

Examines learning from texts with embedded monitoring (questions) and regulating (prescriptive feedback) features relative to pretest, posttest, and retention science achievement; time-on-tasks; and efficiency (learning or retention gains per time-on-task). (Author/CCM)

The purpose of this Title III study was to compare the achievement and attitudes of ninth-grade algebra students who used programed texts with those of students who used conventional texts when the students were given a choice of varying degrees of classroom contact with the teacher. Following pre-unit tests of achievement and of attitudes toward…

THE EXPERIMENTAL DESIGN IN THIS STUDY OF THE USE OF PROGRAMED MATERIALS TO TEACH HIGH SCHOOL MATHEMATICS DESIGNATED FOUR GROUPS--A CONTROL GROUP TAUGHT CONVENTIONALLY BY TEACHERS TRAINED TO USE PROGRAMED MATERIALS, A "PURE" GROUP USING PROGRAMED MATERIALS ONLY, AND "ANTICIPATING" AND "FOLLOWING" GROUPS THAT USED…