In this document are 275 appendix tables for a follow-up study of participants in the 1957 National Science Foundation Summer Institute for mathematics and science teachers. Over 1,500 participants in the 1957 institutes were interviewed in 1960. The responses are tabulated in these appendices. Data are presented under such headings as: size of…

This study concerned whether a model designed to enchance educational accountability developed by university science educators could be used to enhance science educational accountability in a public middle school. Participants in the study were 39 teachers who attended a combined summer/inservice institute in the summer of 1973 at Ball State…

The participants included both in-service teachers and student teachers at the elementary level who were selected partially on the basis of their recognition of problems relative to the disadvantaged. This was a bi-racial institute, however, representation from wide geographical areas was one of the selection criteria. It was held at West Virginia…

The objectives of this institute were to provide: a community forum; and unhurried setting; a team approach for experienced teachers to share knowledge; community analysis; and, service for more teachers from a larger geographic area in their pursuit of good human relations between black and white school personnel. Large group demonstrations were…

Extension courses and inservice training for reading teachers can increase their ability to teach reading. For maximum effectiveness extension courses should (1) emphasize the technical rather than the theoretical preparation of reading teachers, (2) combine lecture and discussion with classroom practice activities, (3) provide a variety of…

Describes a summer workshop course in rocketry offered to educators and sponsored by industry. The participants built various model rockets and equipment and worked on challenging practical problems and activities. (GA)

Reports the results of a study relating to the effectiveness of the 1972 National Science Foundation summer institute at Ball State University. Participating teachers were motivated to increase, in their own teaching, the level of emphasis given to 45 of 55 instructional topics stressed in the institute. (JR)

Teachers, attorneys, and law educators met to evaluate 1971 workshops in law education and to plan improved learning experiences at future workshops. Coordination between substantive law sessions and teaching methodology sessions was cited as a major necessity. Teachers were encouraged to develop their own material. (JB)

Offers guidance for selecting the right summer course or workshop to help music teachers develop new skills and renew energy and creativity. Explains the difference between courses and workshops. Presents an overview of the types of programs offered by universities, state and professional organizations, and publishers or manufacturers. (LS)

Participants in an Oregon summer agriculture institute (52 K-12 teachers) indicated that it enabled them to enhance their curriculum with agricultural content. Lack of time to implement agricultural information, and insufficient supplies and materials were barriers. (SK)

Presents four basic objectives for National Science Foundation education programs in 1975 and outlines changes in priorities in the new programs. (GS)

A description of a 1973 Speech Communication Association Summer Institute for high school educators. (CH)